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NATIONAL AID IN THE ESTABLISH 

MENT AND TEMPORARY SUPPORT 

OF COMMON SCHOOLS. 



THE EDUCATIOI BILL, 

By HENIIY W. BLAIR. 



COjSTTEISrTS. 

INTRODUCTION, page 2, cover. 

LETTER OF INTERIOR DEPARTMENT RELATIVE TO CENSUS, p. 3, cover. 

RESOLUTIONS OF THE NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION, p. 3, cover. 

RESOLUTIONS OP ICNIGHTS OF LABOR, p. 3, cover. 

Similar resolutions by the Federatiou of Labor, tlie great teachers' associations, religious and other conventious, Trustees of the 
Peabody Fund, Johns Hopkins University, Union League, &c., &c., &c., are on the files of Congress. 

RESOLUTIONS OF REPUBLICAN NATIONAL PLATFORM OP 1884, p. 3, cover. 
RESOLUTIONS OF THE LEGISLATURE OF PENNSYLVANIA, PASSED APRIL, 1887, p. 3, cever. 

Like resolutions have been passed by the legislatures of Ohio, Alabama, Louisiana, North Carolina, Virginia, Tennessee, and several 
other States. 

OPINIONS OF PRESIDENTS AND TWENTY-EIGHT SENATORS OF THE UNITED STATES, p. 1. 

THE BILL AS PASSED BY THE SENATE MARCH 5, 1886, BY A VOTE OF 36 YEAS TO 11 NAYS, p. 49. 

THE BILL AS ORIGINALLY DRAFTED AND INTRODUCED BY MR. BLAIR, p. 48. 

THE BILL AS REPORTED FROM COMMITTEE ON EDUCATION AND LABOR BY MR. BLAIR, 48TH CONGRESS, p. 47. 

THE BILL AS PASSED BY THE SENATE, 48TH CONGRESS, APRIL 7, 18S4, BY 33 YEAS TO 11 NAYS, p. 47. 

SPEECH BY HON. HENRY W. BLAIR, FEBRUARY 9, 1886, ON THE BILL, pp. 3 to 48, INCLUDING REPORT OF COMMITTEE 

ON EDUCATION AND LABOR SUBMITTED BY MK. BLAIR, 48TH CONGRESS, pp. 4-14, AND SPEECH OF ME. BLAIR, 

MARCH 18, 1884, p. 14 and following. 
FORTY-FOUR TABLES COMPILED FROM CENSUS OF 1680 AND RETURNS OF NATIONAL BUREAU OP EDUCATION, AND 

FROM OTHER AUTHENTIC SOURCES, SHOWING THE ILLITERACY OF THE UNITED STATES AND THE 

NECESSITY OF NATIONAL AID TO COMMON SCHOOLS. 
These tables cannot be duplicated, and are the best historical authority for aU time. They are of inestimable and permanent value, 

for no Educational Statistics of the Census of 1880, except to a limited extent in the Compendium, were or now can be 

published. 
For captions of twenty-four of these tables see p. 28. 

SPEECH OF MR. BLAIK IN THE SENATE, MARCH 2, 1887, ON EDUCATION AND LABOR. INDUSTRIAL COMPETITION 
BETWEEN THE NORTH AND SOUTH— NATIONAL AID TO EDUCATION ALONE CAN PROTECT BOTH LABOE 
AND CAPITAL, ESPECIALLY IN THE NORTH, p. 50. 



1887. 



INTRODUCTION. 



'l"lic) Ediicatiou bill was introduced iu the Sonato of the United Scales December 6, 1881. As originally prepared by me it provided 
for tbo distribution of §105,000,000 in ten years by annual installments. As passed by the Senate, April 7, 1884, by a vote of 33 yeas to 11 
nays, $77,000,000 were to be distributed in eight years, and as passed by the Senate, March .'>, 1880, by a vote of 36 yeas to 11 nays, the 
same amount in the same time, with a school-house fund of $2,00J,000. 

The bill and like measures have been very ably supported in the House of Representatives by Hou. A. S. Willis, General Wheeler, 
and many of their party friends, and the Republican members generally ; but, although there was a large majority of the House in favor 
of the bill in both the Forty-eighth and the Forty-ninth Congresses, its opponents have so far been able to defeat the consideration of 
this important measure upon its merits. 

Public interest iu the bill is increasing, and the necessity of its enactment is not diminishing. 
Judge Bynum, a loading jurist of North Carolina, last year candidate of the Republican party for chief justice of the State, in a 
letter to me dated June 20, 1887, urging continued effort to pass the school bill, says : "The South is poorer now tliau lifteen years ago, 
or since — I mean tho masses;" and this is, I fear, too near the truth outside the centers of transportation and mining and manufacturing 
industry, and even in them it is not clear that the mataes are much improving thcjr condition. Education alone gives the individual 
power which, combined with industry, enables its possessor to secure a larger share of the wealth produced liy the community. 

Mrs. Annie C. Peyton, a lady of high character and great distinction; in J'eply to my inquiries writes nie Iroin Hazelhurst, Miss., 
under date of June 15, 1887 : 

"The failure of tho Forty-ninth Congress to iiass the 'Blair education bill' was a national calamity. To ascertain tlio (;outinued 
. need of the relief proposed in the bill I have addressed letters of inquiry to county sHperiuteiulonts of education iu various portions of tho 
State, and all agree that some measure of national aid is a dbcessity." 

The Woman's National Christian Temperance .Union, the great teachers' associations, the Knights of Labor, the Federation of 
Labor, for this is the most important "labor bill" now before the country, religions denominations, and educational organizations such 
as the trustees of the Peabody Fund, the Johns Hopkins University, tho Union League, superintendents of public instruction, and many 
States in formal action through their legislatures and innumerable i^etitioners from all parts of tho country, to which should be added 
the national platform of the Republican party, are urgent, and will continue to he, for the passage of this bill. It is the unmistakable' 
voice of the people demanding tlioir own good — the creator requiring of its creature, the law-making power, the enactment of this 
measure into law. 

The measure will be vigorously pressed in both houses upon the assembling of the Fiftieth Congress, and it will continue to disturb 
tho Congress until the groat evil which demands its beneficent provisions is removed. It will be found impossible to evade the issue 
presented by this bill much longer, nor will misrepresentations of the measure itself or of the condition of popular education, or, rather, of 
the want of it in maujf parts of the country, suffice much longer to mislead the public miud and thwart tho public will. 

The debates in tho Senate, occupying about three weeks on each occasion, have been very elaborate, able, and exhaustive, some- 
times heated, but on the whole tho most thorough and complete and tho most elevated in tone that have transpired upon any public 
question for many years. 

I have prepared this litllo volume chiefly from tho matter iu those debates, partly because the further gratuitous 8Ui>ply of theim- 
meii.se demand hitherto and now existing upon my time and purse for information on this absorbing themi has become impossible, and. 
partly that the invaluable statistics contained in the reports of tho Senate Committee on Education and Labor and in my speeches are 
and always^will be otherwise inaccessible to the general public; 

There have been no educational or religious statistics of the tenth census published by Congress, except to a limited extent in tho 
compendium, and a reliable compilation is, as I am informed by the Bureau, now impossible. These tables wore prepared, many of them 
at my request and under my supervision, with special reference to the elucidation of this subject, by the Hou. John Eaton, so long Com- 
missioner of Education. But the larger portion are his own work, and are based upon such returns of tho census of 1880 as were then 
available and the data collected by the extensive and reliable machinery of the Bureau of Education. These tables must become more 
and more important as time goes on. They will be the only standard of comparison with future educational statistics, and their special 
adaptation to what seemed to me to be the most intelligible and impressive preseiitation of the appalling ignorance of many portions 
of the country will, I hope, assist others in like investigations which must continue so long as the American people care to he free. 

Those tables represent an indescribable amotiut of my personal work and weariness, and I may overestimate their importance; but 
however that may be, whoever gets them may be sure that he has tho best attainable, and that the educational condition of no people 
was ever so well delineated statistically as is that of our own in thi following pages. 

Strange as it may appear, this little work contains more thaa four hundred pages of an ordinary octavo book. It is published in 
quarto form, because in no other way can the tables bo nscd with convenience. I earnestly commend its contents to every citizen of the 
Republic, for these things concern our peace. 

HENRY W. BLAIR. 
Washington D. C, June 24, 1887. 

ICopyright.'] 
Entered according to act of Congress in the year 1887, by Henry W. Blair, in the office of tho Librarian of Congress, at Washington. 



PRESIDENTS WASHINGTON, GEANT, AND GARFIELD. 



^K 



^ George WasMngion — First annual message to Congress. 

"Nor am I less jiersuaded that you will agree with me that there 
is nothing which can better deserve your patronage than the i>ro- 
motion of science aud literature. Knowledge in every country is 
the surest basis of public happiness. In one iu which the measures 
of government receive their impressions so immediately from the 
sense of the community as in ours it is proportionably essential." 

Farewell address. 

"Promote, then, as a matter of primary importance institutions 
for the general diffusion of knowledge." 

President Grant— Message on ratification of 15th amendment, March 
30, 1870. 

" I would therefore call upon Congress to take all the means within 
their constitutional powers to promote and encourage popular educa- 
tion throughout the country, and upon the people everywhere to 
see to it that all who possess and exercise political rights shall have 
the opportunity to acquire the knowledge which will make their share 
in the Government a blessing and not a danger. 

" By such means only can the benefits contemplated by this amend- 
ment to the Constitution be secured." 



President Garfield's inaugural address. 

" But the danger which arises from ignorance iu the voter can not 
be denied. It covers a field far wider than that of negro suffrage 
and the present condition of the race. It is a danger that lurks and 
hides iu the sources and fountains of power in every State. We 
have no standard by which to measure the disaster that may be 
brought upon us by ignorance and vice in the citizens when joined 
to corruption and fraud iu the suffrage. 

"The voters of the Union who make aud unmake constitutions, and 
upon whose wiU haug the destinies of our governments, can transmit 
their supreme authority to no successors save the coming generation 
of voters, who are the sole heirs of sovereign power. If that gen- 
eration comes to its inheritance blinded by ignorance and corrupted 
by vice, the fall of the Republic will be certain and remediless. 

"The census has already sounded the alarm in the appalling figures 
which mark how dangerously high the tide of illiteracy has risen 
among our voters and their children. 

" To the South this question is of supreme importance. But the 
responsibility for the existence of slavery did not rest upon the 
South alone. The nation itself is responsible for the extension of 
the suffrage, and is under special obligations to aid in removing the 
illiteracy which it has added to the voting population. For the 
North and South alike there is but one remedy. All the constitu- 
tional power of the nation and of the States and all the volunteer 
forces of the people should be surrendered to meet this danger by 
the savory influence of universal education." 



THE VIEWS OF 28 SENATOES OF THE UMTED STATES AS EXPRESSED 
IN DEBATE ON THE EDUCATION BILL. 



Senator Edmunds, Vermont. 

" We come, then, to the question as to what we ought to do. We 
do find, and aU agree as a fact, that in a great many of the States of 
this Union there is an undue and excessive proportion of people who 
are ignorant aud of children who are ignorant, and that in thos.e 
States it appears to be a fact that at this present time there are not 
BufScient resources available to provide from the taxable property of 
the inhabitants of those States for this emergency. It is therefore, 
as it seems to me, a case in which the common treasure of all the 
people may be fairly deyoted in aid of this great and necesary ob- 
ject for the preservation of real republican government." 

Senator Evarts, New York. 

"Now, then, in a word, Mr. President, I confront this immense, 
this dangerous, this growing, this threatening mass of ignorance. 
I find a deliberate, a concerted, a thoughtful, a valuable measure. I 
am heartily iu favor of the passage of this bill." 

Senator Sherman, Ohio. 

" I think the safety of the National Government demands that we 
should remove this dark cloud of ignorance that rests upon a portion 
of the people of the States. 

"Without reproaches to any section I am willing as one of the 
Senators of Ohio, * * * to vote from the national treasury a 
■ large sum of money this year and from time to time, so long as the 
necessity exists, a liberal sum of mouey to aid iu the education of the 
illiterate children of the Southern and Northern States." 

Senator Lamar (noui Secretary of the Interior), Mississippi. 

" I have watched it with deep interest and intense solicitude. In 
my opinion it is the first step and the most important step this Gov- 
ernment has ever taken in the direction of the solution of what is 
called the race problem ; and I believe it will tell more powerfully 
aud decisively upon the future destinies of the colored race than 
any measure or ordinance that has yet been adopted in reference to 



it — more decisively than either the thirteenth, fourteenth, or fif- 
teenth amendments, unless it is to be considered, as I do consider 
it, the logical sequence and the practical continuance of those 
amendments. I think that this measure is fraught with almost un- 
speakable benefits to the entire population of the South, white and 
black. It will excite a new interest among our people; it will 
stimulate both State and local communities to more energetic exer- 
tions and greater sacrifices, because it will encourage them in their 
hopes in grapi>ling and struggling with a task before whose vast 
proportions they have stood appalled in the consciousness of the in- 
adequacy of their own resources to meet it." 

Senator Garland, Arkansas (now Attorney-General). 

" This bill might very aptly be styled a bill to extirpate illiteracy 
in the United States. For one I did not require any amendment to 
the old Constitution to enable mo to find the power of Congress to 
do this. * * In conclusion, I implore both sides, and all sides, to 
come together and vote for this bill, and be a unit upon it, as we 
have been talking about it and promising it for years and years 
past." 

Senator Voorhees, Indiana. 

"No discussion in this body since the war has been of greater 
importance, in my judgment, or will be more fruitful or far reach- 
ing in beneficial results than the one now drawing to a close. The 
measure itself now before the Senate has never been surpassed in 
the elevation and benevolence of its spirit nor in the magnitude 
and value of its immediate and ultimate purposes." 

Senator Soar, Massachusetts. 

" I profess to be the friend of this bill. I undertake to say that 
the legislature of this nation has a right to save the life of this 
nation against whatever danger. I think it is a better thing to try 
the experiment whether by educating a black man he can be made 
fit for American citizenship than without trying that experiment 
to cheat him out of his vote." 



NATIONAL AID TO COMMON SCHOOLS. 



Senator Piigh, Alahama. 

"Idouot believe that any measure approaching this in impor- 
tance has been before tho.Seuato or is likely to be before the Senate 
this session with aa much popular approval of its passage. My serv- 
ice on the Conimitteo on Education and Labor for live months dur- 
ing the last sninmor and fall enabled me to Icarn something of the 
public necessity. ICvory witness examined by the committee upon 
tho condition and needs of the public schools in the Southorn States 
nrged Federal aid to those States to enable them to extend tho bene- 
fits of a common-school education to their illiterate children." 



Senator Vance, North Carolina. 
"I feel that it is my duty to vote for this bill, and I shall do so." 

Senator Brown, Georgia. 

"As without education the voter, without giving him the knowl- 
edge whicb General Washington speaks of as iudisiiensable, * * 
ho cannot bo a citizen, at least a useful citizen. He cannot be a 
voter — a safe, intelligent voter. * * j am, therefore, very clearly 
of the opinion that there is no constitutional difficulty in the way 
of the passage of this bill." 

Senator Jonas, Louisiana. 

" I accept this bill in behalf of the jjeoplo whom I in i)art repre- 
sent as a great benefaotiou, as a great assistance to a people over- 
burdened by a charge laid upon them which they are unable to meet, 
but which they have every disposition to carry out to the best of their 
ability." 

Senator Cullom, niinoia. » 

" There is no enemy of the Republic who does not make the public- 
school system of this country the point of his attack, either open or 
insidious, as the case may be ; and there is no friend of the Kejiublic 
who should not do all that may be in his power to defend and 
strengthen it." 

Smator George, Mississippi. 

" Mr. President, I feel very deeply and very profoundly the grav- 
ity and importance of the measure now before the Senate. I know of 
no measure likely to engage the attention of Congress which has so 
much of benolit to the people whom I, in part, represent on this floor 
and also to the people of the United States." 



Senator Williains, Kentucky. 

"Mr. President, this is a proposition so manifestly humane and 
just that it is difficult for me to see how any one can withhold his 
support from it." 

Senator Gibson, Zouisiana. 

"In my opinion reflecting men in all parts of the country » • * 
have formed the deliberate judgment that the education of the 
people, the enlightenment of the sufl'rage, the elevation of the 
popular character and tho popular conscience, the awakening of 
a loftier and healthier sentiment of national patriotism, is abso- 
lutely indispensable to the preservation of constitutional liberty." 

Senator Sansom, North Carolina. 

"I will presume to say that I do not think it possible that any 
member of the Senate can be more anxious for the passage of this 
bill than I am." 

Senator Hampton, South Carolina. 

"Actuated by these motives I feel bound as a citizen, as a Senator, 
as a patriot, to supjiort the bill under consideration." 



Senator Logan, Illinois. 

"I have been in favor of education over since I have been old 
enough to make the matter a .study. I have always been in favor of 
common schools and schools of a high grade, and J am to-day." ^ 



Senator Call, Florida. 

" Mr. President, the measure is far above all ideas having their 
origin in partisan bitterness and sectional prejudice. I undertake 
to say, Mr. President, that you cannot appropriate too much money 
in this country to education." 



Senator Jones, Florida. 

"I think there is ample authority in the Constitution for the pas- 
sago of this bill." 



Senator Teller, Colorado. 

"Long ago, on this floor and elsewhere, I have committed myself 
unequivocally, unhesitatingly, unrestrictedly to the power of the 
General Government to contribute out of its great abundance to the 
support of public schools anywhere within its jurisdiction." 



Senator Jackson, Tennessee. 

" Mr. President, this measure may fail, but I esteem it a great per- 
sonal privilege, as well as a high patriotic duty, to give it my humble 
but cordial support." 



Senator Mahone, Virginia. 



" Mr. President, I could not bo more earnestly in favor of the meas- 
ure which this bill proposes to inaugurate than I have been and am." 



Senator Biddleierger, Virginia. 

"I am not ashamed to say here, on behalf of as good a people aa 
inhabit the State of Texas or of Kansas, that we do want it ; we ask 
for it ; and we think that it is due to us to have it." 



Senator Dolph, Oregon. 

"A large amount of illiteracy in any Government is a menace to it. 
The remedy for such an evil is to educate." 



Senator Miller, New Torlc. 

" I am willing to vote enough of the public money to make such a 
beginning in this matter that the Southern States shall be so lifted 
out of their darkness and illiteracy that when this $77,000,000 shall 
have been distributed such a public spirit will have been created in 
the South that from that time on they will be able to go on with their 
common-school system perfected, and carry it to complete perfection, 
as we have done at the North." 



Senator Harrison, Indiana. 

"Holding these views, Mr. President, I am sincerely solicitous that 
Federal aid should be extended to the States in such a way that the 
kindly impulses of that increasing body of Southern men who show 
a kindly disposition toward the elevation of the colored man shall 
be recognized and encouraged." 



Senator Blair, New Hampshire. 

" I also embrace this fitting opportunity to say that I fully believe 
that the States will everywhere disburse the moneys received under 
this bill if it becomes a law in good faith and with as sacred regard 
to tho demands of prudence and honor iu one section of the country 
as in the other. For a year or two there may be some possible con- 
fusion in setting up and testing machinery, but iu the existing con- 
dition of the public mind tlie' bolter way is to give outright to the 
States and hold them, as they desire to be held, to an undivided re- 
8ponsil)ility, to bo rodeeined upon their honor. We shall not trust 
to that hon'oriii vain. Mr. Pn\s;(li>nt, the absolute necessities of this 
nation and of Iheso States, of ibeir darkened present and of their por- 
tentous future, dciniuid the ;iii|iroiniation oC public money from a tuU 
treasury to aid in the establishin.-.it and support of common schools 
throughout tho country. Sir, I appeal to the facts and entreat the 
Senate to pass this bill." 



lATIOML AID TO COMMON SCHOOLS. 



SPEECH 



HON. HEFRY W. BLAIE, 

OF NEW HAMPSHIRE, 

In the Senate of the TJnited States, 

Tuesday, February 9, 1886, 
On the bill (S. 194) to aid : 

Mr. BLAIR. Mr. President, this bill as originally introduced at this 
session and referred to the Committee on Education and Labor was the 
same in form as the bill passed by the Senate in the Forty-eighth Con- 
gress with the exception of the thirteenth section proposed to be stricken 
out by the amendment of the committee. It is a section providing a 
school-house fund of 512,000,000. That section was moved during the 
discussion in the last Congress in the form of an amendment to the bill 
by the Senator from IHinois [Mr. Logan] , but by a close vote it was lost 
in the Senate. As the bill was introduced at this session that amend- 



ment was incorporated as the thirteenth section; but in the consultar 
tions of the committee it was deemed better to report bacli the bill as 
it had received the sanction of the Senate by a three-fourths vote in the 
last Congress without alteration, and therefore the committee report it 
back recommending that the thirteenth section be stricken out, and sub- 
mit it in that form to the judgment of the Senate. 

In this immediate connection I wish to introduce a table which has 
been prepared showing the population of the whole country, of each 
State and Territory, except the District of Columbia, and how the 
whole amount proposed to be appropriated by this bill, $77,000,000, 
during the next eight years is to be distributed during that period. 
This table shows the whole amount distributed iu that time to each 
State and Territory that receives anything under the provisions of 
the bill, and the amount received by the whole country in each State 
and Territory during each year of the entire period covered by the biU: 
17,000,000 to the whole country the first year, §10,000,000 in the sec- 
ond year, $15,000,000 in the third year, $13,000,000, in the fourthyear, 
$11,000,000 in the fifth year, $9,000,000 in the sixth year, $7,000,000 
in the seventh year, and $5,000,000 in the eighth, and the amount 
proposed to be distributed to each State and Territory during each of 
these years successively under the provisions of the bill. I wish the 
table to appear as a part of my remarks. 



Preliminary computation of amounts to he received hy the States and Territories, excluding the District of Columbia, of $77,000,000 distributed on the 
basis of the number of persons who could not write in 1880, as.per Senate bill 194. 

[Prepared by the Bureau of Education, January, 1886, at the request of Hon. H. W. Blaie.] 



States and Territories. 



Quota of each State and Territory for the 



Whole time. First year. Second year. Third year. Fourth year. Fifth year. Sixth year. 



United States 

Alabama 

Arizona Territory 

Arkansas 

California 

Colorado 

Connecticut 

Dakota Territory , 

Delaware 

Florida 

Georgia 

Idaho Territory 

Illinois 

Indiana 

Iowa 

Kansas ,, 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota '. 

Mississippi 

Missouri 

Montana Territory 

Nebraska 

JTevada .t 

New Hampshire 

New .lersey 

New Mexico 

New York 

North Carolina 

Ohio 

Oregon 

Pennsylvania , 

IMiode Island 

South Carolina 

Tennessee 

Texas 

Utah Territory 

Vermont 

Virginia 

Washington Territory 

West Virginia 

Wisconsin 

Wyoming 



50,155,783 



6,214,180 



1,262,505 

40,440 

802,525 

864,694 

194, 327 

622,700 

135, 177 

146,608 

269,493 

1,542,180 

32, 610 

3,077,871 

1,978,301 

1, 624, 615 



934, 943 
1,783,0S5 
1,636,937 

780, 783 

1,131,597 

2,168,380 

39, 159 

452,401 
62,266 

346, 991 
1, 131, 116 

119,565 
5,082,871 
1,399.750 
3,198,062 

174, 768 
4, 282, 891 

276, 531 

995,577 
1,542,359 
1,591,749 

143,963 

332, 28« 

1,512,565 

75, 116 

618, 457 

1,315,497 

20,789 



433,447 
5,842 
202,015 
53,430 
10,474 
28,424 
4,821 
19,414 
80,183 
520, 416 
1,778 
145, 397 
110,761 
46, 609 
39,476 
348,392 
318,380 
22,170 
134,488 
92,980 
63,723 
34,546 
373, 201 
208,754 
1,707 
11,528 
4, 069 
14, 302 
53, 249 
67, 156 
219,600 
463,975 
131,847 
7,423 
228,014 
24, 793 



5, 370, S48 45 

72, 388 30 

2,503,170 97 

662,051 95 

129,7.83 50 

352,202 22 

59,737 09 

240,559 17 

993, 548 79 

6,448,482 66 

22,031 23 

1, 801, 616 46 

1,372,441 26 

577,532 84 

489, 147 72 

4,316,930 63 

S, 945, 051 48 

274,708 81 

1, 660, 4-42 88 

1,152,116 61 

789,592 67 

428, 060 02 

4, 624, .339 33 

2,586,674 03 

21,151 46 

142,843 63 

50,419 04 

177,216 30 

6.59,809 18 

708,220 88 

2,721,066 98 

5,749,121 37 

1,633,718 21 

91,978 52 

2,825,324 98 

307,210 44 

4,582,792 26 

5,089,262 62 

3,920,913 78 

109, 3B3 10 

196, 236 51 

5,332,498 25 

48, 188 66 

1, 057, 895 33 

688,420 03 

6, 889 40 



488, 258 95 
6,580 75 
227,561 00 
60, 186 54 
11.798 50 
32,018 38 
5,430 64 
21, 869 02 
90, 322 62 
586,225 70 
2,002 84 
163,783 31 
124,707 39 
52,502 99 
44, 467 97 
392,4-18 24 
358, 641 04 
24,973 53 
151,494 81 
104,737 87 
71,781 15 
38, 914 55 
420, 394 48 
2.35, 152 18 
1,922 86 
12, 985 78 
4, 583 55 
16, 110 .57 
59, 982 65 
64,383 72 
247, 369 73 
522, 647 41 
148,519 84 
8,361 68 
256, 847 72 
27 928 22 
416i 617 48 
462, 660 24 
356, 446 71 
9, 942 10 
17, 839 68 
484, 772 57 
4, 380 79 
95, 172 30 
62,583 64 
626 31 



697,512 78 
9,401 08 
325,087 14 
85, 980 77 
16,855 OO 
45,740 55 
7,758 06 
31,241 45 
129,032 31 
837,465 28 
2,861 20 
233, 976 16 
178,239 12 
75,004 27 
63,525 68 
560, 640 34 
512,344 35 
35, 676 47 
216,421 15 
149, 625 54 
102, 544 50 
55,592 21 
GIX),563 55 
335, 931 65 
2, 746 95 
18,551 12 
6. 547 93 
2.3,015 11 
85,6.89 50 
91,976 78 
353,385 32 
746, 639 14 
212,171 20 
11,945 26 
366,925 32 
39,897 46 
595,167 82 
660,943 20 
509. 209 58 
14, 203 00 
2.5,485 26 
692, 532 24 
6, 258 27 
137, 389 00 
89,405 20 
894 73 



1, 046, 269 14 

14, 101 61 

487,630 72 

128, 971 25 

25,282 48 

68, 610 83 

11, 637 09 

46,862 OS 

193,548 46 

1, 256, 197 92 

4 292 24 

350! 964 24 

267,358 68 

112,506 39 

95,288 51 

840, 960 42 

768,516 52 

53,514 79 

324,641 73 

214, 438 31 

153, 816 76 

83, 3.88 31 

900, 845 43 

503,897 50 

4, 120 40 

27, 826 66 

9,821 88 

.34,522 76 

128,534 26 

137, 965 09 

530, 077 98 

1, 119, 958 70 

318, 256 78 

17,917 88 

550,387 98 

59,845 19 

892,751 83 

991,414 78 

763, 814 36 

21, 304 60 

38, 227 89 

1, 03S, 793 35 

9, 387 40 

206,083 .51 

134, 107 64 

1, 132 08 



906,766 59 
12, 221 40 
422, 613 29 
111,775 00 
21,911 45 

59. 462 72 
10,085 48 
40,613 89 

167,742 00 

1,088,704 87 

3,719 64 

304, 159 01 

231.710 86 
97, 505 54 
82,5*3 38 

728,832 35 
666,047 66 

46, 379 41 
281,357 50 
184, 513 20 
133,307 86 

72, 269 87 
780, 732 72 

436.711 19 
3, .571 02 

24, 116 46 
8,512 30 

29, 919 74 
111.395 36 
119,569 75 
459,400 92 
970, 630 88 
275, 822 55 

15, 528 84 
477,002 92 

51,860 70 
773,718 27 
8.59, 226 15 
661,972 45 

18. 463 90 
33, 130 84 

900,291 91 
8,135 75 



178,1 



i 71 



767,264 07 
10,341 19 
357,595 86 
94, 578 85 
18, 540 50 
60, 314 61 
8, 533 87 
34, 365 60 
141, 9.35 54 
921, 21 1-81 
3, 147 32 
257, 373 78 
196,063 04 
82, .504 69 
69, 878 25 
616,704 38 
563, 578 79 
39,3.14 12 
238,063 27 
164,588 09 
112,798 96 
61,151 43 
660,619 91 
369,524 85 
3,021 64 
20, 406 24 
7,202 72 
25, 316 62 
94, 258 46 
101, 174 41 
388, 723 86 
821,303 06 
2.33, 388 32 
13, 139 79 
403, 617 86 
43, 887 21 
65.4, 684 61 
727, 037 52 
560, 130 54 
15,623 30 
28,033 79 
761, 785 47 
6,8.84 10 
151, 127 91 
98,345 58 
984 20 



627,761 49 
8,460 96 
292,578 43 
77, 382 69 
15, 169 49 
41,166 49 
6, 982 25 
28, 117 31 
116, 139 08 
753,718 75 
2,575 44 
210,578 54 
160,415 21 
57,503 84 
57,173 10 
504,576 30 
461,109 91 
32, 108 82 
194, 779 04 
134, 662 98 
92,290 05 
50,032 99 
540,507 19 
302, 338 51 
2, 472 23 
16,695 00 
5, 893 13 
20,730 59 
77, 120 55 
82, 779 06 
318, 016 79 
671, 975 23 
190, 954 07 
10,750 73 
330, 232 78 
a5,907 71 
535,651 04 
594, 848 87 
458, 288 52 
12, 782 70 
22, 936 73 
623, 279 01 
4, 332 44 
123,650 10 
80,464 57 
805 25 



488, 258 95 

6,580 75 

227,561 00 

60, 186 54 

11,798 50 

32,018 38 

5, 430 64 

21, 869 02 

90,322 62 

586,225 70 

2,002 84 

163,783 31 

124,767 39 

52,502 99 

44,467 97 

392,448 24 

358,641 04 

24, 973 53 

151,494 81 

104,737 87 

71,781 15 

38, 914 .55 

420, 394 48 

235,152 18 

1,922 86 

12, 985 78 

4,.5&3 55 

16,110 57 

59, 982 65 

64,383 72 

247,369 73 

522, 647 41 

148, 519 84 

8,361 68 

256, 847 72 

27, 928 22 

416, 617 48 

462, 660 24 

356, 446 71 

9,9-42 10 

17, 839 68 

484, 772 57 

4,330 79 

96, 172 30 

62,583 64 

626 31 



348, 756 39 

4,700 54 

162,543 57 

42, 990 39 

8.437 50 

23, 870 28 

3,879 03 

15,620 73 

64, 516 16 

418,732 64 

1,430 60 

116, 988 08 

89, 119 56 

37,502 14 

31,762 84 

2.80,320 16 

23l>, 172 17 

17, 838 34 

108, 210 58 

74, 812 77 

51,272 25 

27,796 10 

300,281 78 

167, 965 85 

1, 373 47 

9, 275 56 

3,273 96 

11,-507 55 

42, 844 75 

45,988 37 

176,692 66 

373, 319 37 

106, 085 60 

5, 972 63 

183, 462 66 

19, 948 73 

297, 583 91 

330,471 60 

254, 604 79 

7, 101 50 

12, 742 63 

346, 265 12 

3, 129 13 

68,694 50 

44,702 60 

447 36 



NATIONAL AID TO COMMON SCHOOLS. 



During the decade from 1870 to 1880 the popnlation of the entire 
country increased about 31 per cent. — from 38,000,000 in round num- 
bers to 50,000,000 and over. Assuming that the popuUition in Uiis 
country lias continued to increase in the Siime ratio, and that it will 
continue so to increase until the next census is taken in 1890, the popu- 
lation of the country would then be 65,704,050. Assuming, too, that 
from 1880 until the present time the same ratio of increase has pi'e- 
vailed, the population ou the lstofne.\t July would be over 59,000,000 
and nearly 00,0(1(1, dOit of souls. In round numbers, 60,000,000 may be 
stated as the pres( iit |>o]iiil;ilion of the United States. 

The amount ot ni.mi y raised ande.\pended forpurposes of education 
in the country has, durinji; the hut six years, somewhat increased; but 
from the best •statisical iulbrmatiou that can be ohtained, through the 
reports of superintendents of educiition and in other ways, the expendi- 
tures for common-school education in the country liavenotincreased in 
any larger proportion than has the population of the country. If the 
southern portion of the country were selected as an illustration of this 
proposition, it would be found that the expenditure, which in 1880 was 
$12,475,044, had increased in 188d to $14,325,288, an increase during 
those two years of $1,850,244. The total expenditure in the year 1884 
■was ?16,655,755, and the increase from 1882 to 1884 was $2,330,407. 
The total expenditure throughout the United States has increased in 
just about the same ))roportion according to the best information that I 
am able to obtain. I think that the actual expenditure throughout the 
country for common schools the last year was just about $85,000,000. 
Of course the great mass of this expenditure is in the Northern States, 
as in lact the capacity to demand taxation for that purpose is mainly 
in the North. It is not the tiict that the taxation of the latter section 
of the country is any larger than, and in niauy localities is not as large 
for school purposes as, in the Southern States to which allusion was first 
made; and in this connection I will ask to have inserted as part of mj' 
remarks a table showing expenditures each year from 1880 to 1884, in- 
clusive, for the public schools of the Southern States, together with the 
addenda or memoranda at the bottom of the table: 

Expenditure each year from 1880 <o 1884, inclusive, for the puilic schools of 
the Southern Slates. 



Alabama 

Arkans,as 

Delaware 

Florida 

Georgia 

Kentuclcy 

Louisiana 

Maryland 

Missis.sippi 

Missouri 

Nortli Carolina. 
Soutll Carolina . 

Tennessee 

Te.\ 



Virginia 

West Vn-ginia. 
District of Coin: 



$.375, 465 
238, 056 
207, 281 
114,895 
471,029 
803,490 
480,320 

1,544,367 
830,704 

3, 152, 178 
352, 882 
324, 629 
724, 802 
763,346 
946, 109 
716, 804 
338, 567 



&110, 690 
388,412 
a207, 281 
683,532 
498,533 

1,248,524 
441,484 

1,604,560 
757,758 

3,468,739 
409, 659 
345,634 
()38,009 
a753, 346 

1, 100, 239 
761,250 
527,312 



$•103, 602 
503, 857 
179, 668 
1.33, 260 
584, 174 
c735, 076 
a44l,4S4 

1,651,908 
680, 640 

3,753,224 
509,736 
389,834 
827,154 
803,850 

1,157,14: 
879, 820 
579, 312 



Total 12, 475, 014:13, 614, 982 14, 213, 741 15, 145, 699 16, 531, 285 72, 010, 751 



$448, 498 

479, 471 

al79, 668 

al33, 260 

613,647 

c700,790 

385,438 

1,603,211 

803,870 

3,767,049 

623,441 

423,473 

918, 863 

1,150,332 

1, 297, 620 

947, 371 

669, 691 



$2, 160, 982 
2,171,541 
989, 0.59 
637,125 
2,821,251 
4,188,670 
2,215,656 
8,090,706 
3, 876, .854 
18,429,325 
2,430,923 
1, 911, OR'.I 
4, 064, .3.58 
5, 122, 350 
5,822,647 
4, 302, 736 
2,774,579 



a For the previous year, no report for this year having been received. 

b Thirteen counties not reporting. 

c For white schools only; estimating the expenditure for colored schools on 
the basis of tlie same per capita expenditure for white and colored children of 
legal school ago, the total expenditure for the year 1882 is 4846,623, and for 1883 
$825,260. 

IHCttEASE. 

If the above total expenditure for 1882 be augmented by the esti- 
mated expenditure for colored schools in Kentucky, as explained 
above, llie increase of expenditure for all the public schools in the 
States named for the year 1882 over that of 1880 is 81,850,244 

K the expenditure for 1884 be augmented in like manner the increase 
of expenditure for the public schools in the States named above for 
the year 1884 over that for 1882 is 2,330,467 



Total expenditure for 1882 ....:„... *14,325,288 

Total expenditure for 1880 12,475,044 



Total expenditure for 1884 *10, 655, 7.55 

Total expenditme for 1882 *14, 325, 28.8 



* Includes an estimate for the colored schools of Kentucky not included in 
totals of table. 

I wiU also introduce now a table showing the amount of money 
which was paid out to or deposited with the several States, known as 
the sui-plu9 fund, under the act of 1836, which table shows the entire 
amount to have been $28,104,464.91 deposited with the States of the 
Union as the Union was then constituted: 

Money distributed among the States under the act of June 23, 1836. 

Maine $955,838 25 I Vermont $669,086 79 

New Hampshire 6r.9,ii.S6 79 Connecticut 764,670 CO 

Maeeacliusetta 1,338,173 58 I Rhode Island _ 882,835 30 



Mississippi $382,835 SO 

Tennessee 1,433,757 39 

Kentucky 1,433,757 39 

Ohio 2,007,260 34 



3.S2 


43.5 30 


KOI] 


254 44 


477 


919 14 


286 


751 49 


280 


751 49 


28,101 


0« 91 



New York $4,014,820 71 

New Jersey „ 764,670 60 

Pennsylvania 2,807,514 78 

Delaware 286,751 49 

.Maryland 955,838 25 

Virginia 2,198,427 99 

N.H-lh Carolina 1,4.3.3,757 39 

S.>utli Carolina 1,051,422 09 

tieorgia 1,051,422 09 

Alalmnia 689,086 79 

Louisiana 477,919 14 

This table is pertinent to this discussion because the amounts of 
money giveu to several of the States were ajipropriated to the common 
schools and became the basis of common-school funds, notably in the 
State of New York ; and in others, I understand, it was expended in the 
course of time for the benefit of schools. 

I desire also in this connection as a part of my remarks to introduce the 
report of the committeewhich is very largely matter of statistical calcu la- 
tion, which will be, I think, of great service in the investigation of the 
subject, and I will also make a part of my remarks on this occasion what I 
said to the Senate in opening the debate on this bill in the last Congress, 
which is an aggregation of a large mass of matter gathered from the cen- 
sus, tabulated matter collected from aU parts of the country through the 
Bureau of Education, and many tables prepared by myself or the prepara- 
tion of which was dictated and directed by myself, and tables prepared 
by other gentlemen of the Senate and House which illustrate the subject 
aud which when printed will put the Senate in possession of a great 
mass of statistical knowledge bearing on this subject so far as it is to be 
found in the archives of the Government or as the result of the re- 
searches of individuals. 

I desire also in this connection to have the bill printed as it passed 
the Senate in 1884; aud also the bill as introduced in the Forty-seventh 
Congress. I do this in order that the Senate may have possession of all 
the information that I seek to present on this subject when it proceeds 
to a more minute consideration of the bUl. 

I may in this connection say that the bill as passed by the Senate dur- 
ing the last Congress was the result of a great deal of deliberation and 
a great deal of concession to conflicting views of Senators from all por- 
tions of the country and representing the two great parties of the country. 
It was the result of three weeks of earnest debate and as it finally passed 
it commanded the approval of three-fourths of the Senators voting, while 
of those who were absent a large portion were also in favor of the bill. 
It is not precisely such a bill as I would myself prefer in all particulars; 
very likel.y it is not precisely the bill that any individual in the Senate 
would prefer should become the law if a law is to be enacted on this 
subject; but I believe that it would be hardly possible that another 
month of deliberation would result in the enactment of a bill which on 
the whole would be more useful to the country or more generally satis- 
factory to those whose deliberations must be concentrated upon it than 
the bill as it then passed and as it is now reported to the Senate. Per- 
sonally I should be very glad indeed to see the amendment which the 
committee reports rejected and the thirteenth section become a part of 
the law if the bill is to become a law. 

I think it is exceedingly important when school-houses are to be 
erected in the sparsely settled districts of our country where it is very 
largely the truth that there is no school-house, that there is no model 
of a school-house whatever, that under the provisions of that section 
there should be erected a school-house which should have all the pro- 
portions and all thequalities that appertain to a school-house constructed 
according to the latest scientific, sanitary, and other improvements so 
that it become a model in accordance with which erection should after- 
ward be made all over that district, finally perhaps all over this coun- 
try, and thus we should come in the end, and that very soon, to have 
the whole country supplied with school-houses which should be models 
of their kind. But, as I said before, the committee thought on the 
whole it would be better to report to the Senate the bill as it passed, 
after so long a discussion, after so mature a deliberation by so large a 
majority during the Forty-eighth Congress. 

The report of the Committee on Education and Labor is as follows: 
Report to accompany bill S. 194. 

The Committee on Education and Labor, to whom was referred Senate bill 
194, entitled "A bill to aid in the establishment and temporary support of com- 
mon schools," have considered the same, and report the same favorably to the 
Senate, and recommend its passage with the following amendment : 

" Strike out the thirteontli section of the bill." 

The bill as tlius amended is the same as that passed by the Senate during the 
Forty-eighth Congress, on the 7th day of April, 1884, on a vote of 33 yeas to 11 
nays, but wliich failed to be considered in the House of Representatives. 

Since that time the measure has been generally and tlioroughly discussed 
throughout the whole country, and probably public sentiment is more largely 
in favor of tliis bill than was ever known to be the ease with any other of like 
importance in the liistory of American legislation. 

Tlio committee believe that midcr these circumstances it would be useless to 
consume the time of the Senate with any elaboration of the law and tacts in- 
volved, and adopt the report of the Committee ou Education and Labor of tlie 
Fortv-eighth Congress, wliich, although made in support of the bdl before it was 
modified by the slight reduction of the amount of money appropriated by short- 
ening the period of appropriation from ten to eight years, and in some other 
minor particulars, before its passage, was substantial ly the same as the bill Hnally 
passed by the Senate, and which is herewith reported favorably by your com- 
mittee with the earnest recommendation that it do pass. It should be observed 
that early action by the Senate is important, that the measure, if adopted, may 
be submitted to the House of Representatives seasonably, in order that thero 
may be opportunity for the children of the country to reap the benefits of this 



NATIONAL AID TO COMMON SCHOOLS. 



proposed legislation during the ensuing year. It is difficult to realize the wrong 
iniicted by withholding from a child the opportunity for common-school edu- 
cation during a single one of the few years in which he must make his scnnty 
preparation for the battle of life. . . 

The report referred to, and hereby adopted by your committee, is as loUows: 

[Senate Report 101, part 2, Forty-eighth Congress, first session.] 
Mr. Blair, from the Committee on Education and Labor, submitted the fol' 
lowing supplemental report, to accompany bill S. 398: 

The Committee on Education and Labor, to whom was referred Senate bill 
398, entitled "A bill to aid in the establishment and temporary support of com- 
mon schools," having reported back the same with amendments, recommend- 
ing its passage, without discussion of the subject, in view of its great importance 
and the difficulty of collecting statistics and data for the consideration of the 
Senate, ask leave to make the following supplementary report : 

The committee unanimously approve the amount proposed to be appropri- 
ated in the bill and its distribution on the basis of illiteracy, and a majority 
recommend its passage in its present form. 

The matter following is largely from a presentation of the subject made by 
the chairman of the committee on a former occasion, for which, as matter of ar- 
gument, the committee as a whole is not responsible, but the statistical tables 
and calculations having been prepared with considerable labor and care, and 
being substantially unchanged by later information, the same are incorporated 
with this supplementary report. 

We propose to inquire into the nature and extent of the powers and obliga- 
tions of the National Government to assist in the education of the people when 
necessary, for its and their own preservation; to develop and illustrate the actual 
condition of popular education in this country as revealed by the census of 1880, 
and from other reliable sources, and thereby to demonstrate the necessity of 
national aid to common schools at the present time; to explain the several 
measures pending in Congress having that end in view, and to briefly give rea- 
sons for supporting Senate bill No. 398, as in our belief best calculated to secure 
the object desired by the advocates of all. 

The United States are conceded by all to be a unit and a sovereignty within 
the scope of the powers expressly granted or necessarily implied in the written 
Constitution. The only real question between those w^ho have held to the na- 
tional idea on the one hand and that of State sovereignty on the other has been 
as to which had the right to decide upon their relative jurisdictions and to estab- 
lish their political boundaries w^hen in dispute. Upon this question w^e do not 
now propose to enter, because it is not essential to the maintenance of the argu- 
ment on this occasion. Our leading proposition is that the General Goverment 
possesses thepowerand has imposed upon itself the duty of educating thepeople 
of the United States whenever for any cause those people are deficient in that 
degree of education which is essential to the discharge of their duties as citizens 
either of the United States or of the several States wherein they chance to reside. 
This does not imply that a like power and even more imperative duty do not 
require the people of every State to educate its own citizens. It is a power not 
hostile but friendly to the States. Nor is it a power to be exercised unnecessa- 
rily. It should be exercised only in extremity, and when manifestly essential 
to the local, and therefore ultimately to the general, welfare. As the State may 
not engage in war unless "actually invaded, or in such imminent danger as will 
not admit of delay," so the United States should not enter upon the duty of qual- 
ifying the citizen to bear his responsibilities to the nation and to the State until 
the local power is shown to be inadequate or negligent and the necessity is ap- 
parent and imperative. But the power is there. 

There is no truth better established or more generally admitted than that the 
republican form of government can not exist unless the people are competent 
to govern themselves. The contrary doctrine would be an absurdity, a contra- 
diction of terms. What is the republican form of government but government 
of the people by the people ? But how^can the people govern, how exercise sov- 
ereignty, except they have the knowledge requisite to that end? Sovereignty re- 
quires as much intelligence w^hen exercised by the people as a w^hole as w^hen 
exercised by a single individual; it requires more. The monarch governs ac- 
cording to his will, not necessarily with that broad intelligence demanded by the 
public good. Government for the people by the people implies that degree of 
popular intelligence w^hich will enable the masses of men to comprehend the 
principles and to direct the administration of government in such way as to 
promote the general welfare. Republican government, therefore, requires a 
higher degree of intelligence on the part of the sovereign than any other form. 
That sovereign is the whole body of the people. How, then, can the republican 
form of government exist and continue to exist unless from generation to gen- 
eration, in perpetual succession, the citizen sovereigns are educated? 

But the question is deeper still. How can civilization exist without educa^ 
tion? What is civilization but the result of education — of the development and 
training of the pow^ers of the individual ? All human progress and happiness 
are, in the higher and broader sense, but education, which confers the eapiicity 
both to do and to enjoy. If, then, to educate is to civilize, the great duty which 
society owes to the individual is to educate him, and the benefit thus conferred 
he is bound to return. 

This primary duty of society to its individual membership is by the law of 
nature imposed, in the first instance, upon the parent. But the parent can not 
fully discharge it. What then ? Society, through the established forms of gov- 
ernment, interferes and performs what the parent fails to perform. Is this any 
violation of the right of the parent? No one pretends it. It is merely the doing 
of that which, for the good of the child, the parent, and the w^hole social fabric, 
must be done. The right of the mass, that is, of the state, is paramount even to 
that of the individual, inasmuch as the general T\'^elfare — the safety of the peo- 
ple — is the supreme law. No parent has the right to say that his child shall re- 
main ignorant. He has no right to breed firebrands and death to the society of 
which he is a part and to which he owes everything himself. Here is the foun- 
dation of the right of compulsory education on the part of the state. 

If the parent fuUy exercised his right to properly educate his child there w^ould 
be no occasion for the interference of the state; but he fails to do it. Benevolent 
voluntary effort comes to his aid. This also fails. What then ? The law^ of self- 
preservation at once asserts itself in behalf of the state as well as of the individ- 
ual, and for the welfare of both it must put forth its power. These principles are 
fundamental, and are so plain that their assertion may seem superfluous. But 
we now come to an important question in the argument. 

What in our complex system of government constitutes the " state," the organ- 
ization in which reside the right and duty to educate the individual when the 
parent and voluntary agencies fail? The term "state" has various significations, 
but as used in this connection itisthus defined by Mr. Websterand by the writers 
upon law: "A political body or body-politic; the body of people united under 
one government, whatever may be the form of the government." 
Mr. Bouvier says : 

" In its most enlarged sense it signifies a self-sufficient body of persons united 
together in one community for the defense of their rights and to do right and 
justice to foreigners. In this sense the state means the >vhole people united into 
one body-politic, and the state and the people of the state are equivalent ex- 
pressions." 

There can be no doubt that under our system the word "State" includes the 
combined powers of both the United States and of the several States of wliose 
union the former is composed. Theterritory which constitutes the one includes 
the many. The citizens of the many are individually and identically the citizens 
of the nation at large. Every citizen of the United States who resides in a State 



is a citizen thereof. "All persons born or naturalized in the United Statesand 
subject to the jurisdiction thereof are citizens of the United States and of the 
State wherein they reside." The rights and powers of the great community of 
fifty millions of people who constitute the citizens of the United States and of 
the several States are vested in the Government of the United States, in thegov- 
ernments of the several States, or in the people themselves. Although these 
three depositories of rights and powersare "distinct hke the billows," yet they 
are " one like the sea." Distinct in their several jurisdictions, yet they consti- 
tute one great whole, and act together harmoniously for the individual and 
common good, each independentof the other in its sphere, like the independent 
yet concurring pow^ers of nature in the realms of physical life, where — 
All are but parts of one stupendous whole, 
Whose body nature is, and God the soul. 

It is only aa we use the word " state " in this complete sense that the people 
of the United States, who are also the people of the several States and of the 
Territories, constitute "a body of persons united together in one community for 
the defense of their rights, and to do right and justice to foreigners." 

Now, the right of self-defense, which is the right of self-preservation, is the 
right to live and to be. The right of the people to be at all implies and includes 
the right to constitute and maintain the state — that is to say, government — 
and to prescribe its form, for human existence is impossible without govern- 
ment. The governing power must know how to govern or it can not govern. 
Can a man do that which he knows not how to do? The people have distrib- 
uted the functions of government between the national and the sectional or 
the State authorities, and have retained in themselves the initial exercise of all 
power through the ballot. The ballot is the republican form of government 
both in the nation and in the State. 

Intelligence is necessary in the individual, who is the sovereign in the one as 
well as the other. The right and duty of the national portion of the Govern- 
ment to preserve itself, and of the individual to preserve itand toexert his sov- 
ereignty through its forms perpetually, are absolute. It is the right and duty of 
the whole to preserve the whole, and the right and duty of the whole to pre- 
serve the whole implies the preservation of all the parts by that whole, to the 
existence of which all the parts are necessary. It is not necessary that a man 
should have written permission to live. He needs no license stamped or sealed 
to give him the right to breathe. 

His creation implied all that. Just so the people, when they created govern- 
ments both of State and nation, republican in form, and bade them multiply 
their blessings and replenish the earth with their civilizing and ennobling activ- 
ities, necessarily gave them the breath of life and the inherent power to pre- 
serve that life. To have written into the constitutions of the States or of the 
National Government the right of self-preservation would have been as super- 
flous as to have required a written order for the sun to shine, for w^ater to run 
down hill, or for any created thing to obey the law of its being. But the right 
to educate the child throughout the nation is the right to preserve the Govern- 
ment and the nation. That right can not be curtailed. It is geographically 
coextensive with the jurisdiction of the Government itself, and self-preserva- 
tion compels its exercise by the National Government whenever there is failure 
for any reason on the part of the parent and the State. 

OBLIGATION TO QUAKANTEE GK)VBRNMENTS EEPUBLICAH" IN FORM. 

Still again. The whole people of the United States, that is to say, the nation, 
by the primary act of the masses and by the act of their State governments, 
have commanded in the written terms of the constitutional law of the land that 
" the United States shall guarantee to every State in this Union a republican 
form of government." Howisthat obligation to be fulfilled? Must its perform- 
ance await revolution, and must destruction precede preservation? Is it a 
guarantee of possession to stand by while war and tempest obliterate, and then 
endeavor to restore? Is reconstruction the only or is it the better way in which 
the obligation to guarantee agovernment republican in form totheStates of this 
Union can be discharged? Is not the ounce of prevention still worth the pound 
of cure ? Does not the duty to guarantee imply the right to prevent and to pre- 
serve even more strongly than to restore? Prevention might be possible when 
restoration would prove to be impossible. 

It is a conceded proposition that where a duty is imposed all the power neces- 
sary to its performance is conferred, and the choice of means, so far as there is 
no prohibition, goes with the power. 

If all this be so, what doubt can there be,notonly of the power but also of the 
absoluteduty of the National Government, to perform its obligation of guaran- 
tee in the only effective way in which it is possible? When does the obligation 
to guarantee attach? Did it not commence with the adoption of the Constitu- 
tion, and is it not continuous in its operation ? Does it not attach as a right in 
the Territories, which are inchoate States? Does it not follow every movement 
of the concurrent life of the nation and of the States, and enter into all their 
constitutional and inseparable relations? 

Not to educate is to destroy. It follows inevitably that not to educate is to 
break the guarantee of republican government to the States. If the parent and 
the State fail to educate the citizen, does not this clause of the Constitution 
compel the nation to educate its child? 

THE GENERAL WELFARE. 

But Congress has express power "to provide for the general welfare of the 
United States," and to exert its utmost powerof taxation to promote that w^hicli 
w^as one of the six greatest ends enumerated in the preamble, and to secure 
which the Constitution itself was ordained and established by the whole people 
of the United States of America. That people well understood that without in- 
telligence it would be impossible "to preserve the blessings of liberty to them- 
selves and their posterity." It goes without argument to say that in no way 
can the general welfare be sopromotedasby the general diffusion of knowledge 
and the discipline of the mental powers of the masses of the people, which can 
only be accomplished by common schools maintained by governmental power. 

Governments are but agencies established by society to secure the happiness 
of its individual members. Whenever they cease to promote the end for which 
they were created they should be destroyed, and whenever and so far as they 
fail they should modify or reverse their action. 

If in the past the National Government has not borne its due proportion of 
the burdens of the education of the people, or if new conditions have arisen 
which require of it a degree of co-operation with the several States not hitherto 
necessary in securing to all citizens of the Republic that degree of intelligence 
wh.ich is indispensable to the safety of society and to the happiness of the indi- 
vidual, who is at once the subject and the sovereign in both local and national 
administration, then the time has come for a new departure, and the withes of 
straw must yield to the expanding limbs of the giant who is arousing himself 
for the labors of the time which has already come. 

But it must not be forgotten that the fathers and mothers of this Republic never 
conceived of the possibility of its existence except as its foundations should be 
laid upon knowledge and virtue, and that the promotion of sound learning was 
deemed to be the fundamental duty of the national power. The time would fail 
to speak of the founders of the colonies, and of the constant efforts which they 
put forth from New Hampshire to Georgia to establish schools and colleges for 
the education of those who were to enjoy the rights of citizenship within their 
respective borders. The Revolution was the outgrowth of the school, the col- 
lege, and of the free worship of God. The constitution of every State as well a» 



NATIONAL AID TO COMMON SCHOOLS. 



thcDeclamtlimof Indepondenoo niul llu' whole theory of the niitional polity 
depend upon tlie posses-sion of kno\vlfd>,-r aiui virtue by the people at lar^je. 

Hence Washington never ceadid by word und deed lo enforee this great truth 
upon his comitryinen. AduinHund Vriuik:lin and Jotlerson and Madison and 
Hamilton and < iititon and linsh, and the whole Ki^l"-''^y oi' the immortals who 
cradled the nsition. dwelt conliniially aud cniphatieally upon the primary neces- 
sity of the universal inlelli^tnee of the nissscs to the perpetuation of their free- 
tloiu and hiippiiicda. Nor did tlicy eonline their efforts to precept alone. The 
Congress of the Confederation, as well as the General Government under which 
we now live, at an CJirly day proclaimod their duty and exercised their power 
to apply Iho property of the nation to promote this great interest of all. One- 
sixteenth part of the puVtlic lands was devoted to the education of the children 
of llie coming States from the foiindiition of the Government; three-score years 
afterward the amount was donblcd, and from time to time during the century 
nearly which has elapsed since the ordinances of 1785 and 1787 the nation has 
contributed of its resourtea to the establishment and maintenance of the public 
schools. 

The messages of Washington and other early Presidents, who, with their as- 
sociates, created and defined the national powers, and the responses of both 
branches of Congress, are full of the recognitionof the obligation of the General 
Government to encourage and foster universal education, and as he passed from 
the scene of official life the Father of his Country solemnly adjured the Ameri- 
can people "to promote as an object of primary importance institutions for the 
general diffusion of knowledge.'* 

The promotion of learning and science, and the appropriation of the public 
money for that purpose, has always been recognized as within the scope of na- 
tional power. Measures for the establishment of a national university have 
been supported by our leading statesmen, and appropriations of public money 
and other property have been from time to time made to establish or assist in- 
stitutions like the agricultural colleges, observatories, the Smithsonian Insti- 
tute, and exploring expeditions by land or sea, all which implies the possession 
of the undoubted power as well as the disposition to apply the resources of the 
National Government to these high purposes whenever in its jvidgment the gen- 
eral welfare will be conserved thereby. But even if all this were untrue, the 
case would remain the same. 

Laws are silent in war. They were silent in the conflict through which we 
have just passed. But what is meant by this? Not that all laws are silent; but 
that minor regulations which appertain to more quiet times are suspended in 
the overmastering presence of the great first law of self-preservation. 

In this sense, wliich is the true sense, laws mayhecomesilentin peace as well 
as in war. We are now in peace, but if there be laws which forbid the educa- 
tion of the illiterate millions of the American people by the outstretched arm 
and bursting Treasury and innumerable intellectual and moral agencies of the 
nation at large, then those laws should, and in presence of the uprising sen- 
timent of the people I may say they shall, be silent in this land until by the dif- 
fusion of knowledge, and of the power which knowledge gives to every child 
within our borders, peace may be made perpetual. Universal intelligence never 
makes war. Only ignorance is convertible into brute force. Ignorance is slav- 
ery. But for ignorance there would have been no slave. But for ignorance 
among the nominally free there would have been no rebellion. The contest we 
now wage is with that still unconquered ignorance of both white man and black 
man in all parts of the country which hurried us by remorseless fate to fields of 
death four long years. Besides this, we confront the demands of hordes incom- 
ing from beyond' both great oceans, and of the advancing generations of men. 

Whenever the State or the local community is able to sufficiently instruct its 
youth it should do so, and the national aid should be invoked only when made 
necessary by local neglect or inability. But this burden is primarily one of tax- 
ation. Civilization must be paid for. Education is the insurance upon civiliza- 
tion. It must be kept up everywhere, for the risk is everywhere. To leave the 
child of the pauper uneducated is to incur as great risk of destruction by the fires 
or floods of ignorance and crime as if he were the scion of wealth and place. So, 
too, in the nicely balanced forces and relations of localities, the neglect of a 
county or a township may in some vital emergency destroy the institutions of 
the whole country by remote or even by immediate results. Hence there must 
be no admission of the doctrine that the general power can yield the right to 
educate when necessary to the general good. This power ia indispensable to 
preserve the parts as well as the whole. 

If these principles are true, we are nest brought logically to the consideration 
of the actual condition of the United States and the Territories thereof in respect 
to the education of the people. This must be done that we may determine in- 
telligently the question whether the nation should appropriate and, either di- 
rectly or through State agencies, apply the public money for that use. 

A GLANCE AT OITE RELATIONS TO OTHEQ NATIONS AS BEARING UPON EDUCATION. 

In determining our duty in reference to the promotion of the general welfare 
by the appropriation of the public money to the education of youth, it may be 
well for us to consider not merely our internal relations, but also our position 
among the nations and our responsibilities to mankind at large. We wil 1 do this 
before proceeding to minute internal inquiries. It is no less than high crime for 
us to ignore the fact that we are but the trustees of our institutions and politr- 
Ical principles for the human race. We can not innocently forget that there are 
fifteen hundred millionsofourfuUow-menlivingupontheplanet to-day, of whom 
not more than one-sixth part are even nominally civilized, and not more than one 
human being in ten is free, or leads a life which to a citizen of our own favored 
country seemstobe worth living at all. Yettheprospectsofthe world as a whole 
were never so hopeful as now. 

What imagination can realize thehorrorsof history, and who can believe that 
the balance of human experience during the transition from the savage state to 
the blessings of civilization and of liberty is on the side of happiness? Until 
the development of our own institutions, it can not be said that the masses of 
men who made up the population of any nation since the dawn of time were 
free. Liberty has either been wholly unknown, or she has been current only 
in aristocracies, which, while maintaining something like toleration and equal- 
ity among" themselves, have been more despotic in their rule of the masses be- 
low them than any king or czar. But our nation, and ours alone, has been ad- 
vanced to the condfiion of a sovereignty universally diffused, to that of king- 
Bhip popularized. This alone is freedom. 

We have gained all that we possess by reason of the education of the individ- 
nal.and we hold it upon the same tenure. AVhat wehold for ourselves we hold 
for mankind, and we hold it for both upon the same condition by which it wa-s 
gained, and that is the continued and universal education and development of 
the people. As the leader of the nations it is indispensable to the discharge of 
our high trust that we inccssantl y perfect and careful ly preserve ourselves. This 
work can not be delegated; this responsibility can not be surrendered nor 
evaded. Our relations and our influence with mankind at large are sustained 
and felt in our national, and not in our State or individual, capacity. Our posi- 
tion n-M a nation can only be maintained by a culture and development of the cit- 
izens of the Republic which shall be stimulated by the national idea, controlled 
by it, if need be, and. at all hazards, by it guaranteed and made sure. 

The responsibilities which rest upon us, placed as we arc in the forefront of 
the struggle of the ages, with the bannered hopes of the race in one hand and 
the sword of liberty, by whose sharp edge alone they can be realized, in the 
other, are not to be sneered at; as they were unsought, so are they not to be 
evaded, and as God liveth they shall be discharged. The common schools of 
thlB oountry are the reerulthig ground and the disciplinary camp of the great 



armies of civilization and freedom and progress, whose victories have been and 
shall continue to be still more renowned than those of war. 

Lycurgus resolved all legislation iutc» the proper education of youth. To so 
shape the laws and institutions of a country as to perfect the citizen is to make 
the restraint of statutes unnecessary. Teach the individual man the full extent 
and just limitation of his own rights, imbue him with a desire to perform his 
duties to others and to the state, cultivate within his breast the love of country 
and intelligent recognition of the Deity who creates, controls, and blesses all, 
and society would go alone. This should be the great end of the law-giver. 
Educate the rising generation mentally, morally, physically, just as it should 
be done, and this nation and this world would reach the millennium within one 
hundred years. But such education is now impossible. 

Who is to instruct? The teachers are but as children yet,_and although the 
fields are white unlo the harvest the laborers are few. Nothingis so important 
as the education of the youth, but one dollar is expended for that use where ten 
are imperatively required; and it is still a debated question whether the nation 
shall be taxed to save its own child, when in no other way can itself be saved. 
It doth not yet appear what we shall be; but no pause can be permitted in effort 
without deterioration, and the increasing millions constantly cry more, more, 
give, give, and the cry must be heeded, or even tlie low standard of to-day will 
siidc to a still lower and more dangerous level. 

But as we look abroad we behold the human race astir. Weare no longer the 
exclusive custodians of the elements of progress; we are even now in sharp 
competition with European nations for rank as an intelligent people. 

The emigration which comes over the Atlantic is not the same grade of human 
beings who came one-fourth of a century ago. Ireland is being educated ; so is 
the whole population of the British Isles, and, save Russia and Turkey, this ia 
true of the Continent. 

We are not much longer to compete industrially with the sodden brain and 
clumsy finger of an unlettered peasantry; but with two hundred millions of 
producers, whose quickened powers of mind and body, combined with lower 
wages, will compel our relative advancement in order to maintain our superi- 
ority, or drive us to the increase of ourulready onerous laritTa in order to main- 
tain our own industries and give employment and bread to our own people. 

When we look abroad to the harvests of the commercial world we find oup- 
selvesalready, saveinthe realm of sentiment, of no more consequence than any 
fourth-rate grower. While Asia, Africa, and the islands of the sea are stretching 
out their hands for civilized interchange, and are developing markets which 
within fifty years will double the consumption of all articles which the skill of 
advanced civilization pours into the lap of barbarism and of increasing culture 
en route to the enlightened state, we have small part in the matter now, and 
prospectively none at all, unless we arouse ourselves to the absolute necessity 
of the culture of our present and fast-increasing population throughout ourcon- 
tinental domain. We have no ships, and our flag is a tradition on the sea ; it is 
as rare in the marts of mankind as the pelican of the wilderness in Broadway, 
New York. 

Great Britain learned the secret of power from the defeat which gave us Inde- 
pendence one century ago. Since then she has not lost a province ; she has an- 
nexed the world. How? Instructed in policy by our success she has established 
her colonies on every vacant lot of the globe ; she has tied her cables to the com- 
merce of every clime, and her strong fleets of peaceful convoyed by her warlike 
marine are steaming for the coffers of London with the wealth of all nations, 
and especially of those among whom are to be found the profitayje markets of 
future times. 

Wherever among these upheaving populations she sends her ships she carriea 
her institutions and her laws. Her colonies remain, and she has learned so te 
foster and govern that now they never rebel, but develop into powerful allies, 
and her morning drum-beat, " which encircles the globe," stirs the tides of pa- 
triotic devotion in the heart of every listener; and so it is that she can now pre- 
cipitate millions of armed men upon any hostile power, whether she calls them 
from the dusky but valiant millions of Hindostan, from the hardy recruits who 
face us all along our northern line, or from Australia and the islands of the sea. 
Great Britain is located everywhere. She has learned that if she cultivates the 
individual citizen and rules in harmony with the impulses of the human soul 
empire will be without end — except in the end of the world. 

Hence, her statesmen , after forty years of study, enacted the laws of 1870, which 
mark as absolute and afar moreimportantlandmarkinthepolicy of that power 
as the free-trade policy of 1848. Great Britain is aiming to compel the education 
of every child covered by the jurisdiction of her flag at home or abroad, and to 
provide, or lead her colonies to provide, the means to fully carry out that policy. 
Within twenty-five years, unless we advance, we shall be far behind the Eng- 
lish-speaking race in any other part of the earth. 

What does this mean for us? Notmerelyhumiliatlonandhalf-mastingof our 
banners. That we have already learned how to do and to rest quietly under 
it. But it will hurt our pockets. It will make us relatively poor. Wherever 
there is more intelligence there will be greater skill, and we shall become an- 
other Brazil to preserve the balance of stupidity on the western hemisphere. 
What is true of the new policy of Great Britain and of its consequences to us ia 
ulso true of most other European nations. We would emphasize this aspect of 
thesubjectof education. Itsimportancetouscan not be overestimated. To man- 
kind at large it means the millennium. 

Let us examine the data of Kuropcan progress, that we may see if these things 
are so, for those who compare themselves among themselves are not wise. 

In this examination it Is pertinent to observe, not so much the actual condi- 
tion of the people of other countries, as to note whether they are losing or ac- 
celerating their pace. Five years will educate a generation substantially, and 
it will not be long ere the Latin and the Saxon of Europe will reach and pass 
his kindred on this side the Atlantic if a relative improvement shall not be here 
maintained. , l ^ 

The data submitted below has been prepared at our request by the Commis- 
sioner of Education, whose invaluable labors have contributed so much to the 
elucidation of the great subject committed to his care. 
" national aid to education. 
"1. France. 

"The population of France is 36,905,788. The liberality of the Governmentof 
the French Republic in providing for the education of the masses is without 
precedent in its history. Afthe close of the Franco-Prussian war, in 1871, pop- 
ulnr education was in a backward state. According to the census of 1872 the 
totjil population was 36,102,921. Of this numhar 13,:i21.S01, or .36.9 per cent, (in- 
cluding 3,540,101 children under six years of age), were unable to road or write : 
3,772.603, or 10.5 per cent., could read only; and 19,005,517* or 52.6per cent,, could 
rea<l and write. 

" This lamentable condition of affairs was due to optional attendance at school, 
and to the neglect on the part of the government to provide ample accommoda- 
tion for a school population of nearly 6,000,000. 

Many communes were too poor and some were unwilling to establish now 
schools or enlarge the existing ones. After some delay a law was passed Maith 
28, 1.H82, making education obligatory for all children between the ages of six and 
thirteen ; and authorizing poor communes to apply for government aid when- 
ever their means are not suflicient to establish and maintain public schools. 
The government, however, does not always wait for departments or communes 
to apply for aid ; it invites them to apply, and assures them of hearty co-opera* 
tion. Letters were sent on the 3d of April, 1832, by the minister of public inx 



NATIONAL AID TO COMMON SCHOOLS. 



etruction to the prefects of the departments of Morbihan and Vendue (on the 
western coast of France), on the condition of education in these two very back- 
ward districts. 

'* In Morbihan 60 per cent, of the conscriptsforthe army, and the same propor- 
tion of persons who present themselves at the mairies (city halls) for marriages, 
cannot read or write. A number of communes have already voted sums amount- 
ing to 500,000 francs for the purposeof increasing the number of schools, and the 
minister of public instruction now offers them a further subsidy of 1,000,000 
fi.mcs for the same purpose. 

"In Vendue, owing to similar causes, there also prevails a lamentable state of 
ignorance. Here 40 per cent, of the conscripts can not read or write. In order 
to attend school hundreds of children would have to walk daily from 8 to 10 
miles. The ministeroffers the department a subsidy of 600,000 francs forthe pur- 
pose of increasing the number of schools. 

^^ Oovernment aid to primary education. — In 1860 the government aid to pri- 
mary education amounted to 5,424,036 francs; in 1870 (under the empire). 9,817, 513 
francs; in 1877 (under the republic), 22,035,760 francs. In 18S2 the government 
aid will be about 50,000.000 francs, in order to enable all the communes to en- 
force the obligatory school law. In addition to the above amount the depart- 
ments spend this year 25,000,000 francs and the communes 60,000.000 francs for 
primary education. During the two weeks from April 15 to April 30, 1882, the 
Guveriiment has spent 1,244,835 francs for new school-houses. The total amount 
spent by the government alone in 1881-'82 for all phases of instruction amounts 
to 114,353,941 francs, or $22,717,880. 

"2. Belgium. 

"The following table shows the government grants to education from 1831 to 
1882: 

Francs. 

1831 217,000 

1843 466,000 

1845 711,000 

1852 „ 1,230,000 

1857 1,689,000 

1864 3,707,000 

1870. 6,425,000 

1878 11,500,000 

1882 20,400,000 

"The population of Belgium is 5,403,006. 

" In 1830, when Belgium separated from Holland, there were only 1,146 public 
primary schools. In 1875 there were 4,152 public primary schools and 2,615 adult 
schools. In 1847, 41.06 per cent, of the conscripts were illiterate; in 1850, 35.35 
per cent., and in 1878 only 19.59 per cent. 

"3. Itai,y. 

" Italy has a population of 28,209,620, and a school population (6-12) of 4,527.582. 
Of this number 2,057,977 attend school, against 1,604,978 in 1870. The number of 
public elementary schools has risen from 32,782 in 1870 to 41,108 in 1879. The 
annual grant to these schools in 1882 is 31,000,000 lire (S6,200,000). The 7,422 pri- 
vate elementary schools receiveno state aid. In 1873 the government grant was 
15,000,000 lire ($3,000,000); in 1876, 20,000,000 lire ($4,000,000), and in 1878, 24,000,000 
lire (S^.800,000). This shows an increase of 16,0CK),0(X) lire, or $3,200,000, since 1873. 

"The above grants are made in addition to large buildings and gardens 
given for educational purposes in nearly every city and town of the kingdom. 

"According to the census of 1861, out of a population of 21,777,334, there were 
16,999,701 who could neither read nor write— 7,889,238 males and 9,110,463 fe- 

" In 1871 out of a population of 26,801,154, there were 19,533,792 who could 
neither read nor write. 

"The present minister of public instruction has taken energetic steps to pro- 
vide accommodations for all the children of school age, and to enforce the law 
which makes attendance at school obligatory for all children between the ages 
of six and twelve. 

"4. England. 

"The annual parliamentary grants to elementary schools in England and 
Wales was: In 1840, £30,000; in 1850, £180,110 ; in 1858, £668,873 ; in 1862, £774,- 
743 ; in 1863, £72l,aS6 ; in 1866, £649,006 ; in 1867, £682.201 ; in 1868, £680,429 ; in 1869, 
£840,711; in 1870, £914,721; in 1873, £1,313,078; in 1875, £1,566,271; in 1877, £2,127,- 
730; in 1879, £2,733,464; in 1882, £2,749,863. 

"The number of schools has risen from 10,751 in 1872 to 17,614 in 1880; the num- 
ber of seats from 2,397,745 in 1872 to 4,240,753 in 1880; and the average number 
of children in attendance from 1,445,326 in 1872 to 2,750.916 in 1880. 

" The population of England and Wales is 25,968,286. 
"5. Scotland. 

"Population, 3,734,370. The parliamentary grant to elementary schools 
amounts to £468,512 for 1882-'83. The number of elementary schools has in- 
creased from 1,962 in 1872 to 3,056 in 1880, the number of seats from 267,412 in 
1872 to 602,054 in 1880. and the number of children in average attendance from 
206,090 in 1872 to 404,618 in 1880. 

**6. Ireland. 

"Population, 5,159,839. Number of elementary schools, 7,522. Number of 

pupils, 1,031,995. The parliamentary grants for popular education in Ireland 

amounted to a total of :S2.948,669in the ten years, lS60-*69; in 1868 it was £360,195; 

in 1872, £430,390; and in lSS2-'83 it amounts to £729,868. 

"7. Prussia. 

" Population, 27,251.067. The government expenditure for education amounts 

to $11,458,856 in 1882 against SlO,000,000 in 1881. As nearly all the Prussian schools 

derive income from endowments, the government grants are chiefly devoted to 

the establishment of new schools and the improvement of old ones. 

"8. Russia. 

" Russia, with a population of 78,500,000 and a school population of 15,000,000, 
hasonly28,357 elementaryschoolsand 1,213,325 pupils. Theannual government 
grant to all grades of schools amounts to S9,000,000. Of thisamount only $475,000 
is devoted to elementary education. The finances of Russia exhibit large annual 
deficits, caused partly by an enormous expenditure for war, and partly by the 
construction of railways. According to official returns, the total war outlay in- 
curred by Russia during the four years 1876-'79 amounted to $728,984,635. 

"The mass of the population of Russia is as yet without education. In 1860 

only two out of every hundred recruits levied for the army were able to read 

and write, but the proportion had largely increased in 1870, when eleven out of 

every one hundred were found to be possessed of these elements of knowledge. 

"10. Austria. 

" Education until recently was in a backward state in Austria, the bulk of the 
agricultural population, constituting two-thirds of the empire, being almost en- 
tirely illiterate. During the last twelve years, however, the government has 
made vigorous efforts to bring about an improvement by founding new schools 
at the expense of tlie state wherever the conveniences were too poor. A law 
was passed in 1868 making education obligatory for all children between the 
ages of six and to\i\ teen. 

The government nxpenditure for public education has increased from $2,300,000 
!n 1870 to $6,500,000 '' n 188L" 



In this connection, as Illustrating the educational impulse moving the whole 
British Empire, we annex the following data of schools in the Province of Ontar 



' ' The population of Ontario is 1,913,460 and the school population 489,924. In 
1844 there were in the province 2,505 schools, with 96,756 pupils; in 1875, 5,058 
schools, with 494,065 pupils; and in 1880, 5,245 schools, with 496,855 pupils. The 
total expenses for;education were $275,000 in 1844, $2,297,694 in 1881, $3,258,125 in 
1873, $3,433,210 in 1878, and $3,414,267 in 1880." 

It will be observed that in every instance cited the nation assumes the duty 
and exercises the power not only of assisting but of controlling the subdivisions 
which make up the whole and provides for compulsory attendance of the child. 
The principle is fully recognized that when the general welfare demands, indi- 
viduals and subdivisions must submit, if necessary for any cause, to receive com- 
pulsory blessings, coupled with which is the duty which implies the right of the 
whole to provide for the protectiou and safety of all the parts by the utmost ex- 
ercise of its powers. True, their governments are not so complex as ours, but 
the principle is still the same. Self-preservation dictates this policy everywhere. 

It is impossible to dwell upon this branch of the subject or to spread before the 
Senate the evidence, coming from almost every Christian and from some pagan 
people, like the Japanese, for instance, that the human race is arousing itself to 
the realization of its innate possibilities. The most astounding and humiliating 
fact of which we have knowledge, bearing upon the relative educational status 
of our own compared with the people of Europe, is this, that to-day only 14 per 
cent, of the immigration which comes from that continent to our shores is illit- 
erate, being substantially of the same grade of intelligence as our general popu- 
lation. In other words, immigration no longer adds essentially to American 
illiteracy. It is probable that within a few years teachers from abroad will com- 
pete with our own for the higher wages paid to instructors in our eommoD 
schools. 

actual state of education in this country. 

We now call attention to the actual condition of the American people as re- 
vealed by the most authentic evidence. Fortunately the returns of the census 
of 1880 are so fully compiled that through the labors of the Bureau of Census and 
of the Commissioner of Education the most impcrtant data has been tabulated, 
and we are enabled to give the country the cold steel of reliable statistics. These 
are more eloquent than any other possible statement, and demand the profound- 
est study of every citizen of the land. 

But this should be remembered: It by no means follows that the person who 
can read and write is therefore qualified to discharge his duty as a sovereign. 
The line of lowest qualification has been fixed as by common consent in the 
preparation of official data at that level, but the suffrage itself is universal to 
males in nearly every State. 

We recognize the right to govern himself as a part of the inalienable heritage 
of every man regardless of literary attainments. But the capacity to read and 
to write is so obviously necessary to the proper exercise of this inherent right 
that, as a rule, we instinctively demand of every citizen that he shall possess 
himself of this pow^er and we demand of society that the opportunity to do so 
shall be provided at the public charge. True, that the history of the human race 
has been largely wrought by unlettered men, and there be many educated fools, 
while many a philosopher and natural leader can not read. 

But we w^ould remind those who judge hopefully of our condition because a 
majority of our people can read and write, that of tliose w^ho have the power a 
large proportion possess it very imperfectly, and almost never exercise it. Of 
those who can w^rite, multitudes do not place a sentence on paper twice in alife- 
time. Thousands never get an idea from the printed page. The qualification 
is but. nominal, and suffices merely to accomplish the ordinary business of life 
under the careful supervision of others, and is not really the source of knowl- 
edge and means of interchange of thought. So that the figures of every census 
are far more favorable than the facts as to the real mental condition of the peo- 
ple. This consideration should never be lost sight of in the study of the prob- 
lem before us, which is. How shall we qualify every citizen to best perform his 
part ? How shall the whole people be lifted to the high level where subjects 
are unknown, and where equality and sovereignty are convertible terms? 

The population of the United States in 1860 was thirty-one and one-half mill- 
ions. In 1870, thirty-eight and one-half millions ; in 1880, 50,000,000. In 1890 it 
will be at least 70,000,000. It is to-day nearly 52,000,000. So it must be remem- 
bered all the while that even the tremendous numbers and alarming conditions 
revealed in the following returns are constantly expanding in their gigantic pro- 
portions and overwhelming gravity. 

condition op the suffrage. 

Table No. 1 we take from the speech of Senator Butler, lately delivered in this 
Chamber during the Forty-seventh Congress. It is from the last census returns. 
It is the rule to estimate one voter for every five persons in the community, 
which makes the voting population of the country 10,000,000 in 1880. The total 
immber over twenty-one years of age who can not write is 4,204,363, of whom 
2,056,403 are whites and 2,147,900 are colored, including about 300,000 Indians and 
100,000 Asiatics. Assuming one-half of these to be females, and therefore to have 
no souls, and not only to be without but to be unfit to exercise the suffrage, and 
making allowance for the unnaturalized citizens, there will remain 2,000,090 of 
illiterate voters, about equally divided between the white and colored races. 
One voter in five can not write his name. He casts a ballot whose contents are to 
him unknown except from hearsay. He can not tell the Constitution of his 
country from the code of Draco. He is the prey of the demagogue or the victim 
of prejudice, but he holds the balance of power in almost every State and in the 
nation at large. , 

Follow down these columns so pregnant with the demonstration of danger 
and dishonor to the Republic. 

The illiterate voters of Maine, New Hampshire, Massachusetts, and Connecti- 
cut, of New York, New Jersey, Pennsylvania, Ohio, in short of every Middle, 
Southern, and most of the "Western States, have power, if combined, to decide 
any political issue that is now, or for years is likely to be, pending between po- 
litical parties. They represent ten of our fifty millions of people. 

Table No. 1. 



states and Territories. 


White. 


Colored.* 


TotaL 




2,056,463 


2,147,900 


4,204,363 








60,174 
3,550 
50,235 
22, 625 
7,055 
23,339 
3,206 
6,462 
3,569 
10,885 
71,693 


206, 878 

633 

68,414 

22,100 

465 

1,497 

458 

7,935 

19,447 

39,753 

247,318 


267,052 




4,183 




118,679 




44,725 




7,400 




24,836 




3,664 




14,397 




23,016 




60,638 


Georgia , 


819,011 



NATIONAL AID TO COMMON SCHOOLS. 



Table No. 1— Con tiuued. 



States and Territories. 



Idaho 

Illinois 

Indiana 

lo'wa 

Kansas 

Kentuclcy 

Louisiana 

Maine 

Maryland 

Massacliuset>ts.,.., 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraslca 

Nevada 

New Hampshire ., 

New Jersey 

New Mexico 

New Yorli 



White. Colored.* Total, 



610 
99,856 
77,076 
8.5, 815 
17,095 
124,723 
34,813 
16,234 
34,155 
81,671 
48,291 
27,645 
27,789 
89,924 

525 
7,821 
1,807 
10, 694 
37,348 
33,623 
182,050 



943 
10,397 
8,806 
1,958 
11,498 
90,738 
178,789 



769 
208,122 
40,357 



7,844 
6,209 
10,134 



1,453 
109, 753 
85,882 
87,773 
28, .593 
215,461 
213,602 
16,569 
100,512 
83,892 
62,049 
28,414 
235,911 
130,281 
1,302 
8,317 
3,445 
10, 775 
45,192 
38, 832 
192, 184 



Tablb No. 1— Continued. 



States and Territories. 



North Carolina.. 

Ohio 

Oregon 

Pennsylvania 

Rhode Island 

South Carolina . 

Tennessee 

Texas 

Utah 

Vermont , 

Virginia 

Washington 

West Virginia.... 

Wisconsin , 

Wyoming 



White. Colored.* Total, 



116, 437 

92,616 

2,904 

174, 286 

18,611 

34,335 

118,7.34 

65,117 

5,385 

12, 872 

71,004 

1,011 

45,340 

45,798 

286 



174, 152 

14, 152 

2,387 

16,551 

1,139 

200,063 

126, 9,39 

121,827 

618 

129 

214, 340 

1,884 

7,639 



290,589 

106,768 

5,291 

189,887 

19,750 

234,398 

24."!, 673 

186,944 

6,903 

13,201 

285,344 

2,895 

62,879 

46,779 



• Including Indians and Asiatics. 

Table No. 2 presents a statistical view, prepared in 1882, of tlie condition of 
p pular education in each State and Territory : 



Table No. 2.— Public school statistics of tJie United Stat^ in 1880, vnth number of teacliers and pu/pils in private scJiools, prepared by Commissioner of Education. 


States and Territories. 


.a 


a 
1 

0. 


•i 
1 

i 

1 
m 


1 

s 

d 

1 

i 


a 

St 

S 
"3 

1 

■5 


11 

CO 

ki 

ill 

III 

H 


1 
1 

a 


1 
1 

a 
B 
E 

1 


i 

1 

•B 

8. 
B 

2 


1 

_a 

a 


3 

11 
IH 

<1 


II 

1g 

§11 

Pi 

§■35 


ll 
0° 

gP 




7-21 
6-21 
5-17 
6-21 
4-16 
6-21 
4-21 
6-18 
6-21 
6-21 
6-21 
6-21 
a6-20 
6-18 
4-21 
6-20 
5-15 
5-20 
5-21 
5-21 
6-20 
6-21 
56-18 
55-21 
5-18 
5-21 
6-21 
6-21 
4-20 
6-21 
5-15 
6-16 
6-21 
8-14 
6-20 
6-21 
6-21 
4-20 


388,003 

247,547 

215, 978 

35,566 

140,235 

35,459 

88,677 

6433,444 

1,010,851 

703,558 

586,556 

340, 647 

54.5,161 

273,845 

214,656 

d276, 120 

307,321 

506, 221 

e2n,428 

426, 689 

723,484 

142, 348 

510,295 

6/72,102 

830,685 

1,641,173 

459,324 

61,043,320 

59,615 

gl, 200, 000 

52, 273 

7l228,128 

544,862 

230,527 

e92, 831 

555,807 

210, 113 

483,229 


179,490 

70,972 
158,765 

22, 119 
119,694 

27,823 

39,316 
236,533 
704,041 
511,283 
426,057 
231,434 
205,581 

68,440 
149, 827 
162,431 
306, 777 
362,556 
180, 248 
236,704 
476,376 

92,549 

67,590 
565,048 
204,961 
1,031,593 
225,606 
747,138 

37,633 
937,310 

44,780 
134,072 
290, 141 
186,786 

76,238 
220,736 
142,8.50 
299,258 


117,978 


80.0 


$2 08 


4,594 
3,100 
2,803 


4,615 

1,827 

3, .595 

678 

p3,100 

.594 

1,095 

6,000 

22,255 

13, 578 

21,598 
7,780 
6,764 
2,026 
6,934 
3,125 
8,595 

13. 949 
5,216 
5,560 

10.447 
4,100 
6184 

63,5.82 
3,477 

30,730 
4,130 

23,684 
1,314 

21,375 
1,295 
3.171 
6,954 
4,361 
4,326 
4,873 
4,134 

10, 115 






$2,623,950 

6144,875 

2,006,800 

36,000 

2,021,316 

448,999 

246,900 




8138,013 
614,269 


Arkansas „ 






68190,186 
2,104,465 




100,966 
12, 618 
W8,421 


146.6 
689.0 
179.2 
(158. 


517 17 
17 80 
11 01 
8 12 




14,953 






cc7,041 
112,183 




1,630 
661 

1,131 
55,916 
11, %4 

9,383 
11,084 

5,233 


512 


13,900 


2,021,346 






27,046 
145,190 
431,638 
321,6.59 
2.59,836 
137,667 
/193, 874 

45,626 
103, 113 

85,778 
233,127 
/213,898 
/117, 161 
156,761 
/219, 132 
/ 60, 156 

55, 108 
648,910 
115,194 
573,089 
147,802 
476,279 

27,435 
601, 627 

29,065 








ddl7, 962 






1 99 
9 61 
7 96 

11 25 

7 85 
3 85 

66 74 
6 53 

8 64 
fli 93 

68 11 
68 42 

2 70 


1,680 

1,497 

(592 

474 

979 


48,452 
60,440 
(12, 112 
12,724 
56,205 




Illinois 


150.0 
1.36. 
148.0 
107.0 
102.0 
118. 
120.0 
m210.0 
177.0 
141.0 
94.0 
77.5 
6100.0 
109.0 


9,049,302 


9,649,362 
9,065,255 






5631, 914 




3,484,4U 
2,297,590 




11,81.5,519 
1,756,682 
1,130,867 










1,494 


m247 


«4,404 




30,320 
27,996 
62,116 
138, 016 
226,955 
250,485 
126,233 
ef 936, 245 
134,025 




438', 287' 
906,229 
2, 086, 886 
2, 880, 942 
4,449,728 
6815, 229 
8, 950, 806 
3, 323, 217 
6380,000 




2,300 
5, .570 
6,695 
p4,064 
65, .367 
8,641 
2,922 












26,289 
18,854 






703 


.3,340,949 
16,000,000 




















12 29 






/20, 754, 810 










5101.6 
192.0 
179.0 

54.0 
150.0 

89.6 
147.0 
71184.0 

77.0 

68.0 
073.0 
125.0 
113.0 

99.0 
162.6 




2,528 




'63, 066 

43,530 

wl39, 476 




524,809 




9 48 
10 09 
1 12 
8 59 
8 37 


572 


1,454,007 

y7, 265, 807 

z200,000 


2,515,785 
"eia531,'555" 


New York 


p20,.500 

5,503 

12,043 

6865 

518, .386 

924 

2,973 

5,522 

6,127 

2,616 

4,854 

53,725 

5,984 


.8' 170, 000 






Ohio 


292 
212 

208 


28,650 

3,744 

1124,066 

6,676 


240,745 




6562, 830 






!7al,000,000 
12,448 




11 63 


210,376 


206, 950 






191,461 




1,665 


41,068 


7i2,612,600 


52, 512, 500 
c3, 335, 571 








44,623 




48,606 
128, 404 

91,704 
197, 510 








5669,087 






3 82 

4 43 
7 61 


1,609 


26,692 


1,468,765 

423, 989 

2, 995, 112 




West Virprinia 


423,989 
2,747,844 






804 


25, 938 








Total 




15,128,078 


9,679,665 


1, 743, 839 






187,005 


280, 143 


12,993 


660, 239 






6, 392, 043 


















6-21 
5-21 
6-17 
6-21 


7,148 
12,030 
43,658 


4,212 

8,042 
26,4.39 

6,758 
j6,098 

3,970 
c5,151 
24,326 
614,032 
52,090 


2,847 
3,170 
20,637 


109.0 
88.0 
193.0 






101 
286 
433 

rl60 

M96 
161 

cl47 
617 

5660 
649 




























District of Columbia 


14 87 


«325 
155 
212 
153 
Cl38 
5373 
340 






60,885 


60,385 


2,225 






r5,000 






411,444 
7,070 
d29,312 
40, 672 
624,223 


33,944 
2.606 








663, 634, 425 




186,359 




4-21 
C7-18 

6-18 
55-21 
67-21 


96.0 
C321.0 
128.0 
687.5 














c81 


cl,259 








Utah 


17,178 
69,685 
61,287 










"Washington 


68 16 


631 


5451 




































Total 




175,457 


101,118 


61,154 






1,696 


2,610 


112 


6,921 


























15,803,635 


9,780,773 


6,804,993 






188,701 


282,753 


13,105 


507,160 






6,580,628 















aFor whites; for colored 6-16. 5 In 1879. c In 1875. d Census of 1870. e In 1878. /Estimated. (7 In 1873. 7i In 1877. t In tlie Cherokee, Choc- 
taw, and Creek Nations. > In the five civilized tribes. fc For the winter. i In white schools only. m In cities ; 176 in counties. n In evening schools 
61. o In the counties; 1.58 in cities and towns. 3> Approximately. r Number necessary to supply the scliools. (Private schools in public buildings, 
uInlS79: cxclusiveof New Orleans privateschools. Dlnl879; exclusive of Philadelphia. 10 In acivdcmies and private schools. i Estimated average num- 
ber of pupils. y Includes the United Suites deposit fund as reported in 1878. amounting to 51,014,521. s In State and United States 4 percents, ordered to be 
Bold by tlio last Legislature. aa Exclusive of 1,000,000 acres of swamp-land made subject to entry saleby last Legislature. 56 Funds in the live civilized tribes, 
whole or part interest of which is used for school purposes. co From rents in 1879. dd State apportionment. ee Includes revenue from other funds, 
ff Apparently does not include interest on the United States deposit funds. [7(7 Stateappropriation in lieu of interest on permanent fund. *A3 far as reported 
by State superlntendenta ; accompanying is a more spceiQo report on this point, which approximately exhibits (if wo exclude the preparatory work done by pri- 
vate normal soUoola) the number of private Uiatitutlons, with teaohers and pupils in them, giving secondary or superior instruction In each State and Territory^ 



NATIONAL AID ]^0 COMMON SCHOOLS. 



iPhe concentration of wealth, population, and power in cities makes the con- 1 opinion upon the whole subject, and should be considered by itself. We there- 
dition of education therein an element of great importance in forming a correct | fore furnish the needed data in the following table; 

Taet>e No, 3. — Tahle prepared at the request of Hon. H. W. Blair, by the Bureau of Education, sliovrtng the total population, school popvlaiion, enrollment, average a(- 
tendance, total number of teachers, length of school year in days, number of pupils or chUdreii of school age not attending school, per cent, of school population enroUed in 



schools, pvr cent, of school poputah'm) 7iot enmlied in school, in eighty-eight cities ( 


^njr«5o/1880). 


















1 


1 

a 
1 


§ 
1 


i 
1 

1 


i 

I 

a 

I 




■s 

t 
g 
i-l 


1 
■a 

1 

a 
a 


Per cent, 
of school 
popula- 
tion — 


/ Citiea. 


1 


■0 

! 

1 




29,132 

7,529 
13,138 
34,555 
21,420 

233,959 
35,629 
29,148 
42,015 
62;882 
42,478 

159,871 
7,650 
9,890 
37,409 
21,891 

502,185 
20,259 
75,056 
26,042 
22,408 
22,254 
16,546 
15,452 
29,720 

123,758 

216,090 
16,856 
19,083 
33,810 

332,313 

362.839 
39,151 
69,475 
58,291 

116,340 
32,016 
46.887 
41,473 
11,814 
55,785 
32,431 

350,518 
30,518 
11,687 
32, 630 
13,397 
9,690 

120,722 

136,508 
51,031 
90,758 

566,663 

155,134 

1,206,209 

89, 366 

17,350 

255,139 

160, 146 
51,647 
38,678 
50,137 
17,577 
78,682 

877, 170 

156,389 
45.850 
15. 693 

104,857 
40,984 
10,036 
12,892 
9,693 
33.592 
43,350 
16,513 
20, ,550 
11,365 
12, 149 
21, 966 
21,656 
63,600 
10,324 

115, 587 
15,748 




4,659 

882 
2,503 
6,996 
3,895 
38,320 
3,210 
5,229 
7,612 
11,897 
7,043 
15,728 
804 
1,168 
4.100 
4,027 
59,562 
4,761 
13,936 
4,138 
2,322 
3,686 
8,060 
1,935 
3,286 
19,990 
17,886 
3,120 
3,558 
6,797 
48,066 
59.768 
4,800 
12,211 
11,452 
15,719 
5,727 
6,142 
4,338 
1,196 
5,259 
3,820 
55,780 
3,716 
1,880 
4,^0 
2,526 
1,891 
22,776 
19,778 
7,901 
14,049 
96,663 
18,606 
270,176 
13,869 
866 
36,121 
24,262 
7,902 
6.114 
7,615 
2,650 
11,610 
105, 541 
26,937 
10, 174 
2,580 
13,993 
7,284 


4,014 

717 

1,655 

5,067 


125 

14 
3S 

129 
75 
686 
65 
91 
140 
230 
114 
259 
17 
17 
68 
32 
896 
76 
219 
78 
41 
71 
34 
30 
60 
325 
407 
71 
76 
128 
822 
1,201 
118 
160 
218 
250 
106 
120 
96 
21 
62 
58 
1,044 
57 
46 
86 
52 
35 
328 
270 
142 
229 
1,315 
439 
3,357 
230 


172 










1,757 
6,169 
8,108 
4.943 

53,892 
5,700 
6,641 
9,652 

13,897 


875 
3,666 
2,112 
1,048 
15,572 
2,490 
1,412 
2.040 
2,000 


50 
41 
74 
79 
71 
56 
79 
79 
86 


50 




180 
206 
200 
211 
190 
210 
201 
200 
207 
203 
176 
240 
200 
183 
200 
200 
200 
200 
190 
200 
180 
180 
198 
215 
208 
204 
187^ 
200 
186 
206 
200 


59 




26 








28,150 
1,953 
3,529 
4,886 
7,931 
4,472 

12,508 


29 




44 




21 




21 




14 








27,142 
1,011 
3,415 
10,500 
9,366 
137,035 
9,670 
26,879 
8.096 
3,576 
9,476 
6,257 
2,816 
10,094 
46,587 
56,947 
5,479 
5,974 
10,660 
86,961 
57,703 
6,865 
9,121 
10,988 
39,467 
9,784 
12,806 


11,414 

207 
2.247 
6,400 
5,339 

77,473 
4,409 

11,853 
3, 958 
1,254 
5,790 
3,197 
881 
6,809 

26,597 

39,061 
2,359 
2,416 
3,863 

38,895 
2,065 
2,065 
3,090 
464 

23,748 
4,057 
6,664 


58 
79 
34 
39 
43 
43 
49 
52 
57 
65 
39 
49 
68 
32 
43 
31 
55 
60 
64 
55 
*103 
70 
•134 
*104 
40 
58 
48 


4? 




n 




828 
2,609 


6fi 








57 




42,375 

3,386 
8,925 
2,975 
1,562 
2,5i6 
2,154 
1,607 
2,485 
13,493 
15,190 
2,458 
2,061 
4.347 
29,961 
46,130 
4,232 
6,045 
7,913 
10,818 
3,590 
4,248 
3,030 


57 




51 








43 








61 








32 




















40 




36 




















200 
200 
200 
200 
200 










42 


Minneapolis, Miim 










3,000 
11,325 

8,908 
106,372 
7,381 
2,350 
4,774 
2,072 
2,251 
41,226 
41,935 
13,672 
35,411 
181,083 
56,000 
385,000 
37,000 
4,921 
87,618 
49, 256 
14, 662 
11,660 
14, 898 
4,669 


1,804 

6,066 

5,088 

50, 592 

3,665 

470 

424 

454 

360 

18,450 

22,457 

6,571 

21, 362 

84,720 

37,394 

114,824 

23,131 

4,055 

51,497 

24,994 

6,760 

5,546 

7,283 

2,019 


39 
46 
43 
52 
50 
80 
91 
*121 
62 
55 
43 
58 
40 
53 
33 
70 
37 
18 
41 
49 
64 
52 
61 
57 






3,140 
2,579 
36,449 


200 
200 
200 
200 
180 
190 
180 
200 
201 
210 
200 
210 
205 
201 
204 
200 






57 




48 






Dover. N. H 


1,436 
2,818 
1,630 


20 






Nashua, N. H 








Jersey City, N.J 


12,905 
11,100 
4,750 
9,175 
52.677 
14,555 
132,720 
8,250 


45 


Newark, N.J 






42 


Albany, N. Y 








Buffalo NY 




NewYork, N. Y 


30 








82 




27,279 
16,807 
5,953 
4,527 
4,739 
1,956 
8,287 
94,145 
17,387 
6,861 
1,808 
9,630 


671 
596 
149 
121 
125 

46 
202 
2,295 
526 
169 

53 
289 

91 


225 
196 
200 




Cleveland, Oliio 


51 










Toledo, Ohio 


200 
20O 
193 
207 












Philadelphia, Pa 






















19,800 
3,419 
19,108 
12,727 


220 
198 


9,626 

839 

6,115 

5,443 


51 
75 
73 

57 












Charleston, S. C 


197 












3,061 
2,100 
9,011 
12,460 
2,746 
3,022 


2,185 
1,509 
4,105 
6,098 
1,756 
1,584 
1,566 
2,395 
1,613 
1,985 
5,821 
1,939 
17,085 
2,217 


1,382 
930 
2,389 
4,299 
1,172 
934 


30 
26 
63 
96 
23 
22 
32 
64 
26 
28 

129 
34 

239 
53 


180 
200 
151 
190 
160 
205 


876 

591 

4,906 

6,362 

990 

1,438 


71 
72 
45 
49 
64 
52 




Knoxville, Tenn 








Nashville, Tenn 








San Antonio, Tex .. . 




Burlington, Vt 




Rutland, Vt 














Norfolk, Va 


6.695 

7,417 
21, 536 

3,517 
37,742 

5,874 


1,117 
1,494 
4,778 
1,745 
11,149 
2.017 


210 
174 
193 
185 


5,082 

5,432 
15,715 

1,578 
20,6,57 

3,657 


24 
27 
27 
55 
45 
38 
































8,300,081 


2,052,923 


1,302,776 


858,533 


21,672 




750,147 















*More than the school population. This is due to the fact that they are allowed to attend school after the school age established by law. 
Average attendance about two-thirds of enrollment or one-third of population of school age. Thirty-four cities 50 per cent, and upward not enrolled at all. 



10 



NATIONAL AID TO COMMON SCHOOLS. 



As Tablea l^os. i and 3 Contain an affirmative statement of the agencies at combined mass of ignorance mathematically stated, upon which no impression 
work In the production of intelliccnce among the people, and to a certain ei- has been made ; a mass of illiteracy dense and thus fur impenetrable to the first 
tent of their results, I liave endeavored in Table No. 4 to exhibit in one view the 1 ray of morning. 



Tabl,b No. i.—lUiteracy in the UnUed States (census of 18S0). 



States and Tcrrltoric 



> § >, 



c-as 



•50 = 



2 ■■§.2 
o S.f 






S 



Sd.0 



Alabama 

Arizona 

Arkansas 

California. 

Colorado 

Connecticut 

Dakota „ 

Delaware 

District of Columbia.. 

Florida. 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi, 

Missouri ....« 

Montana 

Nebraska 

Nevada 

New Hampshire 

New Jersey™ 

New Mexico 

New York 

North Carolina 

Ohio 

Oregon _ 

Pennsylvania 

Rhode Island 

South Carolina 

Tennessee 



4U, 440 
802, 525 
804,694 
194,327 
622, 700 
135, 177 
146, 608 
177, 624 
269, 493 
:, 642, 180 
32,610 
1, 077. 871 
,978,301 
, 624, 615 
996, 096 
,648,690 
939, 946 
648,936 
934,943 
,783,085 
,636,937 
780,773 
131, 5^" 



,597 
l,38(r 



titah 

Virginia 

Washington 

West Virginia ., 

Wisconsin 

Wyoming 



2,168 
39, 159 

452,402 
62,266 

346,991 
1,131,116 

119,505 
5,082,871 
1,399,750 
3,198,062 

174,768 
4,282,891 

276, 531 

995,577 
1,542,359 
1,591,749 

143, 963 

332, 286 

1,512,565 

75,110 

618,4.57 

1,31.5,497 

20,789 



870,279 

5,496 

153,229 

48,583 

9,321 

20, 986 

3,094 

16,912 

21,541 

70,219 

416,683 

1,384 

96,809 

70,008 

28,117 

25,503 

258, 180 

297, 312 

18, 181 

111,387 

75,635 

47, 112 

20,551 

315, 612 

138, 818 

1,530 

7,8.30 

3,703 

11, 982 

39, 1.36 

52,994 

160,635 

307,890 

86,754 

5,370 

140, 1.38 

17, 4,50 

321,780 

394, 3.S5 

256,223 

4,851 

12,993 

360, 495 

3,191 

52,041 

33, 093 

427 



Total.. 



29.33 
13.59 
19.09 
5.62 
4.80 
3.37 
2.29 
11.54 
12.13 
26.06 
28.96 
4.24 
3.15 
3.54 
1.73 
2.56 
15.60 
31.63 
2.80 
11.91 
4.24 
2.88 
2.63 
27.89 
6.40 
3.91 
1.73 
5.95 
. 3.45 
3.46 
44.32 
3.28 
26.28 
2.71 
3.08 
3.41 
6.31 
32.32 
19.09 
16.10 
3.37 
3.91 
23.83 
4.25 
8.41 
2.94 
2.05 



9.82 



• 433.447 

5,842 

202, 015 

53, 430 

10, 474 

28, 424 

4,821 

19,414 

25,778 

80,183 

620, 416 

1,778 

145,397 

110, 761 

46,609 

39, 476 

348, 392 

318,380 

22, 170 

134,488 

92,9.30 

6.3,723 

34, 546 

373, 201 

208, 754 

1,707 

11, 528 

4,069 

14, 302 

53, 249 

57, 156 

219,600 

■403, 975 

131,847 

7,423 

228,014 

24,793 

309, 848 

410,722 

310, 4.32 

8,826 

15, 837 

430, .352 

3,889 

8.5. .370 

55, .5.58 

500 



34.33 
14.45 
25.17 
6.18 
5.39 
4.56 
3.57 

13.24 
14.51 

29.75 

33.75 
5.45 
4.72 
6.60 
2.87 
3.% 

21.13 

3.3.87 
.3.42 

14. 28 
5.21 
3.89 
4.42 

32.98 
9.03 
4.36 
2.55 
6.53 
4.12 
4.71 

47.80 
4. .32 

33.15 
4.12 
4.25 
5.32 
8.97 

37.15 

26.63 

19.88 
6.13 
4.77 

28.45 
5.18 

13.80 
4.22 
2.67 



662,185 
35,160 
591,531 
767, 181 
191, 126 
610,769 
133, 147 
120, 160 
118,006 
142,605 
810,906 
29, 013 

3,031,151 

1, 9.38, 798 

1,614,600 
9,52, 155 

1, 377, 179 
454, 954 
646, 852 
724, 693 

1,763,782 

1,614,560 
776, 8S4 
479, ,398 

3, 022, 820 
35, .^S5 
449, 751 
53,556 
310, 229 

1,092,017 
108,721 

5, 010. 022 
867, 242 

3, 117, 920 
163, 075 

4, 197, 016 
269, 9,39 
391, 105 

1, 138, 831 

1, 197, 237 
142,423 
331,218 
880,858 
67, 199 
592, 537 

1,309,618 
19, 437 



111,767 

4,824 

98, 512 

26,090 

9,900 

26, 763 

4,157 

8,340 

3,988 

19,763 

128.934 

784 

133,420 

100, 398 

44,337 

24,888 

214, 497 

58, 951 

21, 758 

44,316 

90,658 

58, 9.32 

33,506 

53, 448 

152,510 

631 



14, 208 

44, 049 

49. .597 

208, 175 

192,032 

115,491 

4,343 

209,981 

23,544 

59, 777 

216, 227 

123,912 

8,137 

15,081 

114, 092 

1,429 

75, 2.37 

51,233 

374 



16.88 
13.72 
16.66 
3.40 
5.18 
4.38 
3.13 
6.95 
3.38 
13.80 
15.78 
2.70 
4.37 
5.18 
2.75 
2.61 
15.58 
12.90 
3.36 
6.12 
5.14 
3.05 
4.31 
11.15 
7.54 
1.78 
2.43 
3.58 
4.10 
4.03 
4.5.02 
4.15 
22.14 
3.70 
2.66 
5.00 
8.72 
15.28 
18.99 
10.35 
5.71 
4.73 
13.02 
2.13 
12.70 
4.14 
1.92 



600, .320 

5,280 

210,994 

97, 513 

3,201 

11,931 

2,030 

26, 448 

59,018 

126,888 

725, 274 

3,597 

46, 720 

39,503 

10, 015 

43, 941 

271,511 

484, 992 

2,084 

210, 250 

19, 303 

22, .377 

3,889 

652,199 

145, 554 

3,774 

2,638 

8,710 

702 

39, 099 

10, 811 

06, 819 

522. .508 

80, 142 

11. 693 

85,875 

6,592 

604, 472 

403, .528 

394,512 

1,540 

1,068 

631,707 

7,917 

25,920 

5,879 

1,352 



321,680 

1,018 

103, 473 

27,340 

568 

1,061 

664 

11,008 

21,790 

60,420 

391,482 



14,588 

133, 895 

259, 429 

412 

90,172 

2,322 

4,791 

1,040 

S19, 753 

60,244 

1,070 

602 

2, 154 

94 

9,200 

7,559 

11,425 

271,943 

16, .356 

3,080 

18, 033 

1,249 

310, 071 

191,495 

192, 520 

689 

156 

315, 660 

3,460 

10, 139 

1,325 



53.58 
10.28 
49.04 
28.04 
17.74 
13.92 
32.71 
41.85 
36.55 
47.62 
5.3.98 
27.03 
27.76 
26.23 
22.69 
3.3.20 
49.31 
53.49 
19.77 
42.89 
12.03 
21.41 
26.74 
49.03 
3S.64 
28.51 
22.82 
24.73 
12.34 
23.53 
69.71 
17.09 
51.07 
20.41 
26.34 
21.00 
18.95 
^..30 
48.20 
48.80 
44.74 
14.61 
49.97 
31.07 
39.12 
22.54 
13.46 



12.44 



47.70 



* Including Indians, Chinese, Japanese, &e. 

The above table, prepared at the request of Hon. H. W. Blair, chairman of the Senate Committee on Education, is respectfully submitted to the Superintendent 
of the Census, with the statement that while its figures are believed to be in most instances correct, they are entirely preliminary, and therefore subject to such 
changes as may result from the final revision. 

HENRY RANDALL WAITE, 
Special Agent Statistics of Education, Illiteracy/, Libraries, Museums, and Religious OrganizatioTis, 

The preceding table was prepared in the month of June, 1882. We use it now because of its greater convenience for comparison in some respects than the later 
tables in the Compendium of the Census. 
Table No. 5, with some repetition of matter in previous tables, contains other data which are important and convenient for reference. 

Tablk No. 5. — Showing the total population, the school population, enrollment, average atfendavc^, total number of teachers, average pay of Icacliers, and length of school 
year in days in the several Stales and Territorirx ".treryortedfor the year 1880; prepared lyy the Commissioner of Education. 



States and Territories. 



3 


3 


a 

a 






Average pay of 
teachera. 


•^^1 










1= 


t 


2 

n 
W 




1° 


Male. 


Female 


►5 s 


1, 262, 505 


388,003 


179,490 


117,978 


4,615 


rt(S20 


96) 


80 


802,535 
864, 694 


247,547 
215,978 


70,972 
158,765 








6$40 00 




100,966 


3, .595 


80 26 


64 73 


140.6 


194,327 


35,506 


23, 119 


12,618 


673 


c42 .S-l 


ciOSi 


ri89 


622, 700 


140,215 


119,094 


678,421 


/3,100 


56 43 


35 45 


179.02 


146, 608 


35. 459 


27, 823 




(7594 


a30 83 


a24 79 


/il58 


269,493 


88,677 
d4.33, 444 
1,010,851 


39,315 
236.5.33 
701. Oil 


27,040 
145, 190 
431,6.38 






M 




6,000 
22,255 






3,077 871 


41 92 


31 80 


150 


1,978,301 


703,5,58 


511,383 


321,659 


13,578 


37 20 






1,624,615 


586,556 


436,057 


258,836 


21,598 


31 10 


26 28 


148 


996, 090 


340, 647 


2:il,4.}4 


137,007 


7,780 








1,64.8,690 


545, 161 


265,581 


/193, 874 


6,704 


k(2l 


75) 


102 


9.39, 946 


273,845 


68,440 


45, 626 


2,025 


(27 


50) 




618,930 


214,656 


149, 827 


103,113 


6, 93 1 


32 97 


21 «8 


120 


9.34, 913 


1330,590 


163,431 


85,778 


3, 12.5 


(41 


56) 


ml76 


1,783,085 


307,321 


306,777 


233,127 


8,595 


67 64 


SO 69 


177 


1,636,937 


606,221 


862,656 


/213,898 


13,049 


87 23 


2S73 


lU 



Alabama „ 
Arkansas 
Cxliforma 
Cx)lorado 
f onncctunt 
I >L 1 11 ware 
I londa 
KoorKiii 

JIlltlOIH 

Indiana 

KanHOA 

Kentucky 

XyoniHiana 

JMainc 

7VIar>Iand 

MiiA<iachuseltd 

2dichi^n„ 



HATIOKAL AID TO COMMON SCHOOLS. 



11 



Table No. 5.—Shoivinff the total popttlation, the school population, enroUmentt average aitenda/nce, t£c. — Continued. 



states and Territories. 


i. 

a§ 

f 


f 




II 

la 


|2 

11 

li 


Average pay of 
teachers. 


tr-45 


Male. 


Female 


^1^ 


Slinnesota 


780,773 
1,131,597 
2, 168, 389 

452,402 
62, 266 

346, 991 
1,181,116 
5,082,871 
1,899,750 
3, 198, 062 

274,768 
4, 282, 891 

276,531 

995,577 
1,542,359 
1,591,749 

332,286 
1,512,565 

618,457 
1,315,497 


6271,428 

426,689 

723,484 

142,348 

10,592 

/71, 132 

330,685 

1, 641, 173 

459,324 

dl, 043, 320 

59, 615 

01,370,000 

52,273 

6228, 128 

544, 862 

230,527 

092,831 

555, 807 

210,113 

483,229 


180,248 
236,704 
476,376 

92,549 
9,045 

64,341 
204, 901 
1,031,593 
225, 606 
747, 138 

37,533 
937,310 

44,780 
134, 072 
200,141 
186, 785 

75,238 
220, 736 
142, .850 
299,258 


/117, 161 
156,761 
^19, 182 
/BO, 156 
5,401 
48, 966 
115, 194 
573,089 
147, 802 
476, 279 
27,235 
601, 627 
29,065 


5,215 
5,569 

10,447 
4,100 
197 
3,460 
3,477 

30,730 
4,130 

23,684 
1,314 

21.375 

pi, 295 
3,171 
5,954 
4,361 
4,326 
4,873 
4,134 

10, 115 


35 29 
(30 

d35 00 

36 12 
101 47 

34 12 

55 82 
(41 
(21 

56 00 
44 19 
32 36 
70 24 
25 24 

(26 


27 52 
05) 

<i30 00 

31 92 
77 00 

22 23 

32 90 
40) 

75) 
89 00 

33 38 

28 42 
42 99 

23 89 
66) 


94 




77.5' 


MiXJ^H*" ; ;■;:;;::::::;:;;::::::::;::::;:::::;;::::::::::.:::::;;.:::; ; 


dlOO 




109 


■jyj J 


142. S 




105. » 




192 




179 




54 




150 




89.6 




147 




184 




77 




191,461 


63 








48,666 
128,404 

91,704 
197, 510 


27 84 

29 20 

(28 

g37 14 


17 44 
24 65 
19) 
g24 91 


125 




113 




99 




162.5 








49,371,340 


15,351,875 


9,680,403 


5,744,188 






















40, 449 
135, 177 
177,624 
32, 610 
39, 159 
119, 565 
143, 963 
75,116 
20,789 


7,148 
12,030 
43,558 


4,212 
8,042 

26,439 
6,758 
8,970 

(5,151 

24,826 
dl4,032 

d2,090 

3,048 
d650 
dl,400 
dSOO 
d200 


2,847 
3,170 
20,637 

2,'5b6 


191 
286 
433 
rl60 
161 
147 
517 
560 
49 

■ a96 


83 00 
26 70 
90 16 
85 00 
71 64 


70 00 
21 90 
62 24 


109 




88 




193 






Montana . 


7,070 

o29, 312 

40,672 

d24,223 


56 41 


96 








17, 178 
d9, 585 
dl,2S7 

1,845 

/426 

/d921 

/d582 

dl70 


635 00 

d41 14 

(d55 

d50 00 


622 00 
dS3 34 
94) 

d50 00 






d87.5 




INDIAN. 


5,413 












2,600 
3,431 




















Totals 


784,443 


175, 457 


101, 118 


61, 154 






















50,155,783 


15,527,332 


9,781,521 


5,805,342 


1 


j 






1 



o For white teachers. 6Inl878. c In ungraded schools ; in graded .'ichools the average salary of men is $101.75; of women, $64..39. d In 1879. e For the 
winter. /Estimated. g Includes 58 colored teachers. h For white schools only. k In cities and towns organized as one district the average salary of 
menisS98; ofwomen,$43. ( Estim.ated by the bureau. m In the counties. ?i In graded schools the average salary of men was 887 ; of women, $40, in 1879. 
o Census of 1870. p Includes evening school reports. gin the counties: in the independent cities the average salary of males is $85.74; of females, 835.06. 



. Number 



■y to supply the schools ; actual number of schools, 155. s In 1875. t In 1877. 



We draw a few deductions from these tables, but can not analyze them fully. 
They challenge profound and prolonged examination. 

The total population of the country by the census of 1880 is 50,155,783. Table 
No. 2 shows a scliool population of 15,303,535, of whom 9,780,773 are enrolled in 
the public schools, 567,160 in private schools, with an average attendance in the 
public schools of 5,804,993. The aver.age attendance in private schools is not 
known. 

The column giving the different school ages in different Slates and Territories 
upon which the return of school population is based indicates that the whole 
number of the children who are of suitable age to receive instruction is much 
more than 15,303,535. In Texas, for instance, the school period is from eight to 
fourteen years, and her total is only 230,527, while her population is 1,591,749. 
In Tennessee, where the school period is from six to twenty-one, a much pref- 
erable rule, and the whole population is 1,542..359, the school population 515,862, 
or two and one-third times that of Texas, although there can be no doubt that 
families are quite as large in the latter as in the former State. Besides this, and 
taking into account the increase since the census from natural causes and from 
immigration, we believe it to be a low estimate which places the whole school 
population of the country at 18,000,000. 

While we know of no reason to laelieve that thenumberof pupils who actually 
receive instruction has been essentially increased, expenditure certainly has not 
been increased to any great extent, while in some States since 1870 it has fallen 
oif. We are, then, now charged with the education of eighteen millions chil- 
dren and youth who in less than ten years will be the nation. Of these ten and 
one-half millions are enrolled in public and private schools, and six millions is 
the average attendance, while seven and fl*ne-half millions, or five-twelfths of 
the whole are growing up in absolute ignorance of the English alphabet. This 
seems incredible, but these are the figures. They ought not to lie, for we have 

gaid for accuracy and completeness. At this rate before another census weshall 
ave passed the line, and there will be more children in this country at any 
given time within the school ages out of the schools than in them, and before 
half a century ignorance and its consequences will be likely to have overthrown 
the Republic. We have reached the crisis of our fate. The education of the 
people is the most important issue before the country, and it must remain so for 
years to come. 

Table No. 3 depicts and demonstrates a special source of danger of controlling 
Importance. 

These eighty-six cities contain 8,300.081 inhabitants, or nearly one-sixth of the 
total population of the country. As a rule the school facilities are better in cities 
than in rural portions of the country, and these great centers of Influence are 
supposed to more immediately influence the course of affairs. Andasweare con- 
stantly pointing pathetically at the unfortunate South, so we of the all-wise, all- 
perfect, all-conquering North may well study the condition of our cities, which 
are as great a source of danger as the ignorant rural population of the South. 

These cities contain an aggregate school population of 2, 052,923, of whom 
1,302,776, or three-fifths, are enrolled; that is, are more or less instructed durin" 
the school year, while only 858,533, or two-.fifths, fully avail themselves of the atf 
yantages provided, and more than one-third never enter the school-room at all. 
Some of these may attend private schools, but not a large proportion, for the 
whole number of pupils in private schools of the 15,308,535 in the country is only 
667|160. 



The average attendance is about two-thirds of the enrollment, or one-third of 
tlie whole number who should attend. 

In thirty-four of these cities from 50 to 82 per cent, of the children are not en- 
rolled at all ; that is, they will never know how to read or write. 

New York has a school population of 385,000, of whom 270,000 are enrolled, 
114,000 are not enrolled at all, and the average attendance is but 182,000. 

The average attendance in Cincinnati is 27,000, less than one-third the whole 
number, while 51,000 are not enrolled at all. It does not relieve this dark picture 
to say that these must be in private schools, for out of the school population of 
the entireState, numbering 1,043,320, only 28,6.50 are in private schools. Of these, 
probably not more than 10,000 can be found in Cincinnati. Yet Cincinnati Is 
one of the best of our great cities, and Ohio is a model State. 

Chicago enrolls less than half— 43' per cent. — of her ciiildren in the public 
schools; less than one-third are habitually in school. 

Saint Louis has a school population of 106,000; 55,000are enrolled ; 36,000 is the 
average attendance. 

Milwaukee has 38,000 children of school age; the average attendance is 11,- 
000; 20,000, or55 per cent., are not even enrolled. 

Wilmington, N. C, has an enrollment of 866, or 18 per cent., while 82 per cent. 
of the children of that city would appear to be habitually absent from school. 

New Orleans has a school population of 57,000. The average attendance is 
15,000, while 39,000 is the average absence. The whole State of Louisiana has 
but 4,404 pupils in private schools. 

But it is useless to specify these deadly instances. The cities of our country 
have been our pride. Behold the record. The revelations of the census ought 
to overwhelm us with shame and stimulate every power of the national intellect 
and command every dollar in the Treasury or within reach of the taxing power 
to provide a remedy equal to the terrible disease. 

Table No. 4 exhibits in one mass the illiteracy of the United States. Five mill- 
ions of our people over ten years of age can not read ; six and one-fourth millions 
can not write. In eighteen States, including two territories, more than 13 per 
cent., and in eleven more than 25 per cent, can not write. In fifteen States and 
Territories more than 11 per cent, of the white population over ten years of age 
can not write, varying in these from 11 to 45 per cent. Illiteracy among the col- 
ored population varies from 13 to 70 per cent. The percentages of illiteracy 
among the whites vary in different subdivisions from less than '2 per cent, in 
Wyoming, where it is the least, to over 45 per cent, in New Mexico, where it is 
largest. An inspection of this table not only demonstrates the great necessity 
everywhere, but that necessity is most pressing where its ability to meet its re- 
quirements is least, making assistance from a central power indispen.sable. 

The nation is a whole. As such it must act ; as such it is to be saved or lost. 
In this battle for its life the whole line must be maintained and advanced. Ke- 
enforcements must be sent to the weakest parts. Because they are the weakest 
is the reason that help is wanted. If they were strong, no re-enforcements would 
be needed. Nor does it change the duty and necessity even if there be forces 
unless they fight. They must still be aroused to duty, for the work must be 
dc.iie. The evil is the same whether the battle be lost for one cause or for an- 
other. But in this struggle we believe there is as great danger to the future of 
the country from the Northern cities as from the Southern States. 

In both help is imperatively needed, and it must be given where it is most 
needed and that immediately. The only reasonable teat is, for the present at 



12 



NATIONAL AID TO COMMON SCHOOLS. 



least, that of lliiteracy and nol of population. Aa a permanent rule, after con- 
ditions are once equalized, the latter will be the more ju.st. But once thoroughly 
educated it i» to be huped that the several States will take care of theinaelven. 
To deny them aid in the present euier^ifency is as tliough a general should march 
his reserves to the support of his unassailed positions, leaving his already broken 
lines to take care of themselves. Such a commander would tind it difficult to 
excuse himself by saying that the articles of war required every soldier to do 
his duty or every division and corps to defeat the enemy. It U as a whole that 
battles are lost or won and that nations are lost or saved. 

It may be conceded that every State and Territory should educate its children 
Bo far as it has the power, but wlien that fails, upon the same principle that indi- 
vidual citizens pay taxes for the common good according to their ability to pay, 



and not their personal needs for protection, or the number of their children or 
dependents, must tlie whole people see to the provision of whatever funds are 
required for general education where otlierwise taxation to any locality would 
become unduly oppressive. 

ABILITY OP THE SEVERAL STATES TO BBAE TAXATION. 

Table No. 6 exhibits the population and valuation of the Slates and Territories, 
with tlieir totals in I860, 1870, and 1880, also the per cent, of increase or decrease 
of valuation as between 1860 and 1880. The preparation of this table was for the 
purpose of comparing tlie capacity of different portions of the country to bear 
the burdens of taxation immediately before the war and at the present time. 



t Uie United Stales, from c 



J reports for 18G0, 

















'Increase 




1860. 


1870. 




,880. 


percent.. 
















1860 to 1880 


states and Territorlati. 














§ 


■Oa 




Populap 


Assessed 


Popula- 


Assessed 


Popula- 


Assessed 


a 


?- 




tion. 


valuation. 


tion. 


valuation. 


tion. 


valuation. 


1 


^1 




9M,201 


«432,19S,762 


996,922 


$155,582,595 


1,262,505 


8122,867,228 


31 


—72 


Arizona 
Arknnoas 






9,6.58 
484,471 


1,410,295 
94, 528, 843 


40, 440 
802, .525 


9, 270. 214 
86,409,364 






435, 450 


180,211,330 


84 


— 82 




37'J, 994 


139, 654, 667 


560, 247 


269,644.068 


864, 694 


581, 578, 036 


128 


319 


Coloiailo 


34, 277 




39,864 


17, 338, 101 


194,327 
622,700 


74, 471, 693 


467 




4li<>, 147 


341,256,976 


537, 454 


425,433,237 


327, 177, 385 


35 


— 4 


Dn Wola 
Delaware 


4,837 




14,181 


2, 924, 489 


135 177 


20, 321, 530 


2,695 




112,216 


39,767,233 


125,015 


64,787,223 


146,608 


59,951,613 


31 


51 




75,080 


41.084,645 


131,700 


74, 271, 693 


177,624 


99, 401, 787 


137 


142 




140, 424 


68,929,685 


187.748 


32, 480, 843 


269,493 


30, 938, 308 


92 


—55 




1,057,286 


618,232,387 


1,184,109 


227,219,519 


1,542,180 


239, 472, 599 


46 


— Bl 








14,999 
2,539,891 


5, 292. 205 
482,869,575 


32,610 
3,077,871 


6,440,876 
786,616,394 






Illinois 


1,711,951 


389,207,372 


80 


102 


Indiana 


1,. 3.10,428 


411,042.424 


1,680,637 


603,455,044 


1,978,301 


727, 815, 1,31 


46 


77 


low a 


074, 913 


205,166.983 


1,794.020 


302,515,418 


1,624,615 


398,671,251 


141 


94 


Kansas 


107,206 


22,518,332 


364,399 


92, 125, 861 


996, 066 


160, 891, 689 


829 


615 


K<ntll(U^ 


1,155,084 


528,212,693 


1,321,011 


409,544,294 


1, 648, 690 


850,563,971 


43 


— ;m 


Louisiana 


7(18.002 


435,787,265 


725,915 


25.3,371,890 


939, 940 


160, 162, 439 


a3 


—6,3 


Maine 


028,279 


1.54,380,38.8 


626,915 


204,2,53,780 


618,936 


235, 978, 716 


3 


m 


Maryland 


CH7, 049 


297, 135, 233 


780,894 


423, 834, 918 


934, 943 


497, .307, 075 


36 


67 


Miu-saehiiselts 


1,231,000 


777,157,816 


1,457,351 


1,591,983,112 


1,783,085 


1,584, 7.56, .802 


45 


104 


Michigan 


749, 113 


163,533,005 


1,184,059 


272, 242. 917 


1, 636, 937 


517,884,:K9 


119 


217 




172,023 


32,018,773 


439,706 


84,135,332 


780,773 


258, 028. .587 


3.54 


7(M! 




791, 3I» 


609,472,912 


827, 922 


177, 278, 890 


1,131,-597 


110,528,129 


43 


—78 




1,182,012 


266,935,851 


1,721,295 


556, 199, 969 


2,168,380 


5.32.795,801 


83 


100 








20,595 
122.993 


9,943,411 
54, 584, 615 


39, 1.59 
452, 402 


18, 609, 802 
90,585,7.82 






N« hrasUa 


28,841 


7,426,949 


1,469 


1,120 


Nt\a<ia 


6,857 




42, 491 


25.740,973 


62, 266 


29,291,4.59 


808 




New Hnmiisliiri, 


326, 073 


12.3,810,089 


318.300 


149.06.5,290 


346, 991 


164. 299. .531 


6 


.33 


N«w Iei-.<\ 


672,035 


290,682,492 


906,096 


624, .808, 971 


1,131,116 


572.518,301 


68 


93 


New -Mexico 


93,516 


20, 8.38, 780 


91,874 


17,784,014 


119,565 


11,. 303, 400 


2S 


—15 


Ne w York 


3,880,735 


1,390,404,638 


4,382,7.59 


1,967,001,185 


5,082.871 


2,651,940,0(10 


31 


91 


North Calolina 


992, 602 


292,297,002 


1,071,361 


130,378,622 


1,399,7.50 


150,100,202 


41 


—47 


Ohio 


2,339,511 


959,867,101 


2,665,260 


1,107,731,697 


3,198,002 


1.534,360,508 


37 


60 


Oregon 


52,405 


19,024,915 


90,923 


31,798,510 


174.768 


52,522,084 


ZV, 


176 


PennsyUaniat 


2,906,215 


719, 2.53, .335 


3,521,951 


1,31.3,236,042 


4,282,891 


tl 68.3. .1.59. 01 6 


47 


134 


Khode Island 


174.620 


125,104,305 


217, 353 


244, 278, 854 


276,531 


252. ,5.36. 673 


58 


102 


South Caioluia 


703,708 


489,319,128 


705,006 


183,91.3,337 


995,577 


1.13, .500 135 


41 


—73 


Tennessee 


1.109,801 


382,495,200 


1, 258, .520 


253, 7.82, 161 


1,542,359 


211,778. .538 


39 


—45 


Texas 


604, 215 


267,792,335 


818,579 


149, 732. 929 


1,591,749 


320,.3lH,515 


163 


20 


Utah 


40, 273 


4, 1.58.020 


86. 786 


12, .56.5, 842 


143, 963 


24.775.279 


2.57 


496 


V< rinont 


315,098 


84, 758, 619 


330.551 


102, 548, 528 


a32,2,S6 


80, SOii, 775 


5 


2 


Virginia 


1,596,318 


657,021,336 


1,22.5,163 


36.5,4.39,917 


1,512,565 


308. 1.55, 1 IB 


tM 


t32 


■Wiushinjton 


11,594 


i, 394, 735 


23, 9.55 


10, 612, 863 


75,116 


23,810,69! 


618 


442 


West Virginia 
Wisconsin 








140, 5:i8, 273 


618, 457 


139, 022, 705 






775, 881 


185,945,489 


1,054,670 


333, 209, SJ8 


1,31.5,497 


438, 971, 751 


70 


1.36 


Wyoming 






9,118 


5,510,748 


20,789 


13,621,829 














31,443,321 


12,084,560,005 


38,558,371 


14,178,986,732 


50,155,783 


16,902,755,893 


§60 


?4o 









* Per cents preceded l>v the minus s 
868.659,580. X Virginia and West Virgii 



ndicate a decrease. f InPenii'^ylvania occupations are also valued for assessment. This valuation for 18S0 was 
.■e taken togetiier, as West Virginia belonged to Virginia in 1860. g Average for the United States. 



In this connection it is proper to observe that in the rebel States, where slavery 
existed in i860, the valuation then aggregated 82,289,029.612, of which $812,927,400 
was in slaves, and proper allowance must be made for this fact in estimating 
present power to bear taxation. The negroes were then taxed; they were pro- 
ductive as properly. Now tliey require to l)e educated ; then education would 
have destroyed them as property. They arc now doing little more as a totality 
I to support themselves. Their taxable property is thus far very slight. 



has been stated t 
are taxed for ■^fi.c 
lastceii-u ; 1 
people oi , 

be 1 ' 



tloo 



nailer of pride 

of property. The asse^ 

I What, then, must ho i 
. tl wlicnof her total |m.| 

" H>,(H>0, or S8 each, ol" ta.\:i 
must be the destilnt 



that in Georgia colored people 
■d valuation of Georgia is by ilie 
r m.'iitTiii povertv of the colored 
latioii, which is i.5-12.180, 72o,271 
l.-pr-'lH-rty. And if these things 
elsewhere 



througlioiii iIm -..Mill iind how idle to talk of tlieir educating themselves. 

Durin- i Ik^' i w-uiy years population has increased in every State and Ter- 
ritory. \\ iih ih( (M r|)lion of NewHampshire, where theincreaseisfi, and Ver- 
mont, wli' M it i-r. ;iii<i in Maine, where the increase is 3 percent., nowhere has 
it been less thun.'il per cent., and as a rule it has been enormous. The South has 
more than held her own with the older States, and the negro, despite every- 
thing, lias raised his numbers to almost 7,000,(XX), They are a permanent factor 
in the destiny of America. They are here to stay. 

While the population of the whole country has increased 60 per cent, the valua- 
tion ha/' risen but 40 per cent. In Alabama the valuation is 72 percent, less than 
in 1 800, while the population is 31 per cent, greater. In Arkansas popuhition 
nearly doubled, while sources of taxation have fallen off more tlrin one-half. 
The same is true of Florida. In Mississippi population has inereasoi I nearly one- 
half and wealth has decreased more than three- fourths, and generally through- 
out the South the same tendency is apparent. 

Asexplaincd above, the negro is not now a tax-paying element to the extent 
he was before the war. He lived there and wasa source of profit to his master. 
Now he lives and multiplies, but both he and his master seem to be growing 
thus far poor together. 



We speak now of the general fact, and believe that this state of things is but 
temporary. It will, however, become permonent unless the proper remedy of 
increased intelligence and well-directed industry is applied. And to this end 
tlie means must come largely from without, for they do not exist within these 
States. In Kentucky and Delaware the negro child is educated only from the 
taxation of liis own race. As a rule he can have no school at all unless from 
oharity. Table No. 6 indicates that on the whole national resources of taxation 
are not keeping pace in development with our population, and demonstrates 
the absolute helplessness of many States alone to deal with their illiteracy. 

Table No. 7. — Amount raised by laxationfor sttpport of public schools in each Stat6 

and Territory during the year 1880. 

[Prepared by Bureau of Education, at request of H. W. Blair.] 



States and Territories. 


From State 
tax. 


From local 
tax. 


Total. 




$1.30,000 
bill. 605 
1,318,209 


aS120,000 

77, 475 

1,393,572 

c336,.333 
1,060,314 

dl51,045 


S250,000 


.\rkan8as 


189,080 




2,711,781 




c336,33S 




210,353 


1,276,667 




dl51,045 




(104, 


530) 


101,530 




e345,790 
1,000,000 
/1, 456, 834 


125,239 
5,735,478 
fl. 168, 302 
4,227,300 
1,276,786 
0382,088 


471,029 




6,735,478 


Indiana «.. 


/3, 625, 136 

4,227,300 






1,276,786 


Kentucky „„..«......._....._. 


635,354 


917,893 



NATIONAL AID TO COMMON SCHOOLS. 



13 



TASiiB No. 7. — AwAywnl raised by taxation for support, <fcc. — Continued. 



States and Territories. 



Louisiana.. 

Maine 

Maryla 



Michigan 

Minnesota 

Mississippi 

Missouri 

Kebraska 

Nevada 

New Hampshir 

New Jersey 

New York 

North Carolina. 

Ohio 

Or 



Pennsylvania 

Rhode Island 

South Carolina 

Tennessee 

Texas 

Vermont 

Virginia 

West Virginia 

Wisconsin 

Arizona 

Dakota 

District of Columbia . 



J350,060 
224,565 
491, 406 



1,017,785 
2,750,000 

(314. 

1,558,207 

133, 477 



fcS94.000 

596, 295 

721,751 

4,372,286 

2.074,073 

1,073,837 

334,769 

2,163,330 

713, 155 



0,800 



fc 678, 603 
11.3,173 
596,516 
212,753 
*25,000 



719) 



5, 155, 879 

79, 562 

7,046,116 

414, 852 



304, 318 

665,459 

490,432 

2, 198, 581 



ftS450,000 

820, 860 

1, 212, 977 

4, 372, 286 

2, 453, 831 

1,331,526 

334. 769 

2, 163, 330 

786, 963 



/544,716 

1,742,198 

9, 675, 992 
314,719 

6,714.086 
213, 039 

7,046,116 
495, 652 
440, 110 
J698, 776 
J;678, 603 
417, 491 

1, 261, 975 
703, 185 

2,223,581 
167,028 
123,643 
474,556 



Tablk No. y.—Atrunmt raised by taxation for support, .fee— Continued, 


States and Territories. 


From State 
tax. 


From local 
tax. 


TotaL 






848,017 


$48,017 








m864, 643 


5,256 




New Mexico 




Utah 


63,041 
/ 102, 201 


43,337 
/^,319 
/7,056 






/105,520 
/7,056 








Total j 


(419 249) 


} 7170,731,435 






53,913,986 



a From poll tax. 6 State apportionment, which here probably includes the 
income of the State school fund for 1880, the State tax, and so much of the or- 
dinary State revenue as may be set apart for the purpose by the Legislature. 
c From county and district tax, fines, &c. d This amount raised for white 
schools. e This includes the rental of State railroad (SlbO,000). / In 1879. 
g Includes tax on billiards and dogs. h Estimated. i From township tax. 
j Includes income from permanent fund. *; State appropriation. ( Total 
income as reported for 1880, the greater part of which comes from Territorial, 
county, and district taxes. m From county tax. n Includes $1,750,630 re- 
ported as derived from taxation and given in the column of totals, but not ap- 
pearing in the first two columns. * Special for building purposes. 

THE SOUTH. 

The Southern States, seventeen in number, including the District of Colum- 
bia, are usually classed together as a section of the country requiring special 
help. Of all but Maryland, Missouri, and the District of Columbia this is true. 
The following table exhibits their condition : 



Comparative statistics of educaMtm at the South. 





White. 


Colored. 


1 


States.. 


i 
1 

Ci 

■3 


1 

a 


§1 

11 

II 
It 


d 

1 
o 


1 
1 


11 


1^ 

1 




217,690 
6181,799 
31,505 
646,410 
(7236,319 
e487, 597 
Cl39,661 
/■213, 669 
175,251 
681, 995 
291,770 
g«i, 813 
403,353 
M71,426 
314,827 
202,364 
29,612 


107,483 
c53,229 

25,053 
Cl8,871 
150, 134 
c24l,679 
d44,055 
134,210 
112,994 
454,218 
136, 481 

61, 219 
229,290 
138,912 
152, 136 
138,779 

16,934 


49 
29 
80 
41 
&4 
50 
32 
63 
64 
67 
47 
73 
57 
81 
48 
68 
57 


170,413 

654, 332 

3,954 

642, 099 

dl97,125 

e66, 564 

Cl34, 184 

/63, 591 

251,438 

41,4.89 

167, 554 

gl44, 315 

141, 509 

M2,015 

240,980 

7,749 

13,946 


72,007 
Cl7,743 
2,270 
c20,444 
86, 399 
c23, 902 
d34, 476 
28,221 
123,710 
22,158 
89, 125 
72,853 
60,851 
47,874 
68,600 
4,071 
9,505 


42 
33 
70 
49 
45 
36 
26 
44 
49 
53 
63 
50 
43 
77 
28 
53 
68 


3375,465 
238, 056 
207,281 
114,895 
471,029 
803, 490 
480, 320 

1,544,367 
800,704 

3, 152, 178 
352,882 
324, 629 
724, 862 
753,346 
946, 109 
716, 864 
438,567 


Arkansas 

Delaware 

Florida 








Maryland 




Mis«mH^..z'.:;:::z:;::;::z";".;zz;:;:;:;z::' ■:;:;;■;:;:: 








Texas 




West Virginia 






Total 


3,889,%1 


2,215,674 




1,803,257 


784,709 




12,475,044 









a In Delaware the colored public schools have been supported by the school-tax collected from colored citizens only; recently however they have received 
an appropriation of $2,400 from the State; in Kentucky the school-tax collected from colored citizens is the only State appropriation for the support of colored 
schools; in Maryland there is a biennial appropriation by the Legislature; in the District of Columbia one-third of the school money is set apart for the colored 
public schools and in the other States mentioned above the school moneys are divided in proportion to the school population without regard to race. 6 Several 
counties failed to make race distinctions. c Estimated. d In 1879. e For whites the school age is six to twenty, for colored six to sixteen. / Census of 
870. In 1877. ft These numbers mclude some duplicates; the actual population is 230,527. 



Excluding the States of Maryland and Missouri and the District of Columbia, 
and the total yearly expenditure for both races is only $7,339,932, while in the 
whole country the annual expenditure is, from taxation, $70,341,435, and from 
school funds $8,580,632, or a total of $76,922,067 (see Tables 2 and 7), or one-tenth 
of the whole, while they contain one-fifth of the school population. The causes 
which have produced this state of things in the Southern States are far less im- 
portant than the facts themselves as they now exist. To find a remedy and to 
apply it is the only duty which devolves upon us. Without universal education, 
not only will the late war prove to be a failure, but the abolition of slavery be 
proved to be a tremendous disaster, if not a crime. 

The country was held together by the strong and bloody embrace of war, but 
that which the nation might and did do to retain the integrity of its territory 
and of its laws by the expenditure of brute force will all be lost if for the sub- 
.jection of seven millions of men by the statutes of the States is to be substituted 
the thralldom of ignorance and the tyranny of an irresponsible suffrage. Se- 
cession and a confederacy founded upon slavery as its chief corner-stone would 
be better than the future of the Southern States— better for both races, too— if 
the nation is to permit one-third, and that the fairest portion, of its domain to 
become the spawning ground of ignorance, vice, anarchy, and of every crime. 
The nation, as such, abolished slavery as a legal institution; but ignorance is 
slavery, and no matter what is written in your constitutions and your laws 
slavery will continue until intelligence, hand-maid of liberty, shall have illu- 
minated the whole land with the light of her smile. 

Before the war the Southern States were aristocracies, highly educated, and 
disciplined in the science of politics. Hence, they preserved order and flourished 
at home, while they imposed their will upon the nation at large. Now all is 
changed. The suftrage is universal, and that means universal ruin unless the 
capacity to use it intelligently is created by universal education. Until the re- 
publican constitutions, framefl in accordance with the Congressional reconstruc- 
tion which supplanted the governments initiated by President Johnson, common 
school systems, Kke universal suffrage, were unknown. Hence, in a special 



manner, the nation is responsible for the existeneeandsupport of those systema 
as well as fortheorder of things which made them necessary. That remarkable 
progress has been made under their influence is true, and that the common 
school is fast becoming as dear to the masses of the people at the South as else- 
where is also evident. 

The nation, through the Freedmen's Bureau, and perhaps to a limited extent 
in other ways, has expended $5,000,000 for the education of negroes and refugees 
in the earlier days of reconstruction, while religious charities have founded 
many special schools which have thus far cost some ten millions more. The 
Peabody fund has distilled the dews of heaven all over the South ; but heavy 
rains are needed ; without them every green thing must wither away. 

This work belongs to the nation . It Ls a part of the war. We have the Southern 
people as patriotic allies now. We are one; so shall we be forever. But both 
North and South have a fiercer and more doubtful flght with the forces of igno- 
rance than they waged with each other during the bloody years which chastened 
the opening life of this generation. 

MEASURES PROPOSED. 

We think it is clear that the nation has the power, which implies the duty of its 
exercise when neces.sary, to educate the children who are to liecome its citizens, 
and that the urgent demand for its aid at the present time has been demonstrated. 
We desire to olfer a few suggestions in regard to the methods which are, in our 
judgment, proper to be pursued by the General Government in the present 
emergency. 

Your Committee upon Education and Labor has reported this bill making 
provision for temporary aid to the common schools of the country, and this we 
consider more immediately important. 

There is another measure which has been pending for several years, propos- 
ing the creation of a perpetual fund, to be composed of the accretions to the 
Treasury from annual -sales of public lands, railroad revenues, and other sources, 
the interest of which shall be distributed to the States, at first upon the basis of 



14 



NATIONAL AID TO COMMON SCHOOLS. 



llliteraoy, afterward accordinpr to population; one-third to be appropriated to 



uUural 



ulii;tj-ua, and the reniuinder of such interest to 
would bo HUiall at first, but would rapidly in- 
time become a miKhtyagcncy for good, a per- 
a bond uf union mo Ions: as the country shall 
imo, and every ellbrt should be made to secure 
nto law during the present session; certainly 



the support of the agi 
the common schools. Ttiis sum 
orea^e, and such a fund would in 
petiial fountain of blessing, and 
endure. The conception is subl 
the enactment of this measure i 
during this Congress. 

It is proposed to surrender the management of the income from this fund to 
the States, subject to forfeiture of subsequent installments in ease of abuse or 
maladministration. The provisions of this bill have been the subject of much 
careful study by wise men for many years, and it is not probable that any sulj- 
Btantial improvement can he suggested to this bill providing a perpetual fund; 
certainly not until the light of experience shall have been turned upon its 
practical operation, when further legislation can be had if necessary. 
believe it to be wise to pnss the bill as it is, and at 
soon be taken on this bill by your committee. 



Favorable action will 



But for immediate use more money must be provided. Temporarily, many 
millions from the national Treasury are imperatively demanded by every con- 
aideration of the national honorandof the public welfare. A generation is edu- 
cated in the common schools (if at all) every five years. If the next two genera- 
tions of children could be educixted properly, the country would then be in the 
bands of intelligence instead of ignorance, and no community once enlightened 
willeverpermititself afterward to retrograde. Intelligent self-interest will sup- 
port the schools in self-defense, and, once elevated to the proper standard, every 
locality will maintain itself without much, if any, extraneous aid being required. 
Besides, if we could bridge the chasm of the next ten years, the proposed fund 
to be accumulated from the public lands and other sources would have become 
important, and would furnish all the assistance which might thereafter be de- 
manded in addition to local taxation. 

Whatever is done by the nation now should be directed where it will do the 
most good. Illiteracy is the disease, and the remedymust be given accordingly. 
Until thestandard of knowledge is broughtup to a reasonable level every where, 
implying capacity to discliavge the duties of sovereignty and citizenship, the 
nation must, or at least should, in common prudence, distribute itsmoney upon 
the basis of comparative ignorance. 

The safety of each Stale, however intelligent, is as much endangered by the 
ignorance of any other as is the illiterate State herself. Such is the complication 
and interdependence of our political and even of our industrial affairs that all 
great national issues and questions of policy are really decided by the small 
miyorities which are liable to be found in any State. The interests of Massa- 
chusetts, so far as they are affected by national relations, are as likely to be de- 
cided by the vote of South Carolina or California as by her own, She has no 
interest, then, save that the money taken from the Treasury in support of edu- 
cation should go where there is the greatest need of schools. Thus the reason 
for distribution according to either wealth or population fails. 

As to the amount which is necessary, great diversity of opinion prevails among 
those who desire the extension of aid by the Government. The bill introduced 
by the honorable Senator from Illinois [Mr. Logan] proposes to set apart of the 
tax upon intoxicating liquorsabouttifty millionsof doUarsyearly. Heproposes 
to distribute to the States according to population. The House committee has 
reported a bill appropriating ten millions, diminishing one million yearly for ten 
years next ensuing, to be distributed to the States according to illiteracy. 

The bill or report appropriates fifteen millionsof dollars the first year, fourteen 
millions the second year, and afterward a sum diminishing one million yearly, 
until there shall have been ten annual distributions, the last of which would be 
six millions— it being thought probable that State systems could by that time 
maintain themselves, or that from the perpetual-fund bill, should that fortu- 
nately become a law, all the aid necessary could thereafter be derived. We be- 
lieve that to give a larger sum would induce the people of the States where most 
of it would be expended to depend too largely upon the national Treasury for 
the support of tlieir schools, and the result would be waste and inefficiency. 

The community must pay to the extent of its ability, or it will lose interest 
in its schools, and its children will not be properly educated, no matter how 
much money n3ay be received, the burden of raising which the people do not 
feel. Besides, it will be difficult for those portions of the country which are 
comparatively unused to the practical admiuistration of school systems at once 
economically and profitably to absorb the full amount which is really needed, 
and w^feich will bo required aa greater accommodations, competent teachers in 
sufficient numbers, and larger attendance of pupils are secured. The proportion 
of 515,000,000 which this bill would give to the Southv^rn States would prolong their 
existing schools for at least three months with present accommodations and 
teachers, and in addition w^ould secure the extension of the school system to 
such districts and children as are now absolutely without the pale of any educa- 
tional privileges whatever. We believe no less sum can possibly do this. 

The following table exhibits the distribution of $15,000,000 as proposed in this 





Illiterates 


Proportion of 


states and Territories. 


in each 


815,000,000 to 




State. 


each State. 


Alabama 


370,279 


$1, 127, 809 83 


Arizona 


5, 4',16 


16,740 S2 


Arkan-,a3 


153. 229 


466, 736 53 


California 


4S,583 


147, 9,8.3 82 


Colorado 


9, 321 


28,373 77 


Connecticut 


20, 986 


63,933 36 


Dakota 


3,094 


9,424 32 


Delaware 


16, 912 


51,511 96 


DiattiLt of Columbia 


21, .541 


65,613 89 


Florida 


70,219 


213, 887 07 


Gcoteia 


466,683 


1,360,596 42 


Idaho 


1,384 


4,215 66 


Illinois 


96, S09 


294,880 21 


Indiana 


70,008 


213, 244 37 


Iowa 


28,117 


85,644 38 


Kansas 


23,503 


77,682 14 


Kenlutky 


258,186 


786,434 56 


Louisiana 


297,312 


905,612 35 


Maine 


18, 181 


55,379 33 


Marylond 


111,. 387 


339,284 80 


Massachusetts 


75,6*5 


230,38-1 21 


Micbiean 


47.112 


143,503 15 


Minnesota 


20,551 


62,598 35 


Mississijjpi 


315, 612 


961, ,354 15 


Missouri 


138, 818 


422,839 63 


Montana 


1,530 


$4,660 38 


Nebiaska 


7.830 


23,850 18 


Nevada 


3,703 


11,279 34 


New Uampshlre , _ 


U,982 


86,497 17 



States and Territories. 



Now Jersey 

New Mexico 

New York 

North Carolina.. 

Oliio 

Oregon 

Pennsylvania 

Rliode Island 

South Carolina.. 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

Washington 

West Virginia.... 

Wisconsin 

Wyoming 



Total 4,923,451 15,000,000 00 



Illiterates 
In each 
State. 



39,136 

52,994 

166,605 

367, 890 

86,754 

5,376 

146, 138 

17, 456 

321,780 

394,385 

256, 223 

4,851 

12, 993 

360, 495 

3,191 

52, (Ml 

38.693 

427 



Proportion of 
$15,000,000 to 
each State. 



1,208 26 
,419 72 
,5.39 75 
1,092 94 
,252 68 
1, 375 30 
.,136 35 
;, 170 98 
1, 141 88 
,296 71 
1,4.55 26 
1,776 15 
1,576 68 
!, 067 77 
1,719 79 
!, 516 89 
',858 88 
.,300 64 



The bill contemplates the gradual increase of ability and disposition to sup 
port their own schools, as the natural consequence of greater intelligence in all 
cases, so that the appropriation and its necessity will pass away together. 

In the bill reported by your committee provision is made for the disposition of 
the share of those States which may not desire its general distribution, when, by 
reason of the efficiency of their schools, national aid is not required ; for the es- 
tablishment of schools where none now exist, until every child in the country 
has his fair chance in the race of life, so far as a common-school education can 
give it; for the more efficient training of youth in the Territories, in some of 
which the condition is most deplorable, involving direct and most serious re- 
sponsibility of the National Government, which is bound to properly care for 
these future States, comprising one-third of our entire domain. 

These features will require more minute examination in future discussions. 

Whatever form of administration of the funds it shall be deemed wisest to 
adopt, the appropriation should be immediately made. If itpasses this session 
we shall have lost a year. To have lost a day was deemed a calamity by one 
of the noblest of men. Who can measure the wrong of one lost year, of one 
full year of further delay, to grapple with the wide-wasting and increasing evila 
of ignorance among our whole people ? It would be better to appropriate uiju- 
diciously rather than not at all. 

The vast sums expended for 300,000 Indians, for rivers and harbors, for im- 
provement of the banks of the Mississippi lliver, for an Army which ignorance 
chiefly makes necessary, for a Navy which is safe only in the docks, the mill- 
ions paid for pensions annually, paid because there was a lack of common 
schools in our country such as this bill seeks to build up, and the general pro- 
fuseness of expenditure which applies to the management of our affairs, are a 
sufficient exposure of the hollow pretense that we can not spare a few millions 
yearly to rescue our institutions from the imminent peril wiiicli threatens them. 

Taxation rests almost wholly upon our luxuries and our vices. Yet it is pro- 
posed to give them still further license by reducing taxes "while we are ruined 
for the want of schools. We consume every year seven hundred millionsof alco- 
holic beverages. The interest on the money paid in one year for alcohol and to- 
bacco by the American people, if j udiciously invested, would relieve them from 
all taxation for the support of common schools hereafter at present rate of ex- 
penditure. Weare liberal in self-indulgence. We are economical in self-denial, 
even for our good. But parsimony to tlie schools is death to the Republic. 

We may postpone the remedy, but the evil will increase. The issue can not 
be evaded. Common-school education must become universal or the form of our 
Government must be changed. We believe that the next few years will decide 
the question. 

National aid to schools is indispensable to the national existence ; national aid 
to common schools should be given liberally, given now, and applied where most 
needed. 

This done, the Republic will be perpetual. 

SPEECH OF HON. HENRY W. BLAIE, 

Tuesday, March 18, 1884, 
On the blU (S. 398) to aid i 

Mr. BLAIR. Mr. President, this is, in my judgment, among the 
most important public measures which have been considered by the 
Senate since the close of the war. It is, in fact, the logical consequence 
and true conclusion of the war. Had common schools been universal 
throughout the country there would have been no civil war; for intel- 
ligence among the masses of the people would have abolished the causes 
which led to it, and the chains of the bondsmen would have dissolved 
Uku the mists of the morning in its warmth and light, instead of await- 
ing to be broken by the terrible hammer of Thor. Knowledge and 
virtue are the indispensable conditions of free government, and virtue 
without intelligence is of no avail, for while virtue is the natural if 
not universal fruit of knowledge, yet good intentions without kuowl- 
edge are by a profound philosophy pronounced to be the very pavement 
of hell. So the restoration of the Union and the reconstruction of 
States with governments republican in form will be found to be but a 
bitter delusion unless the people throughout the whole countr}' shall 
be made and kept sufficiently intelligent to know and to maintain 
their rights generation after generation. 

As the National Government is republican in form, so its own exist- 
ence depends upontlie same conditions as the existence of the States; 
consequently in self-defense and in self-perpetuation it must secure 
directly by its own act or indirectly through other agencies the intelli- 
gence of its citizens, who are themselves the Government. 

Beyond this, one of the most important constitutional functions of 
the General Government is its obligation to guarantee a republican form 
to the States. 



NATIONAL AID TO COMMON SCHOOLS. 



15 



If the General Government commits suicide by neglecting the edu- 
cation of the people, how can it fulfill its constitutional guarantee ? And 
how can that guarantee of government republican in form be made and 
kept good to the people of a State who are too ignorant to be capable of 
self-government. 

Self-existence and the discharge of its constitutional obligations com- 
pel the National Government to educate the people, who are the common 
citizens of both the nation and the State, whenever the local commu- 
nity fails to discharge this primary duty of a free people. 

Mindful of the time of the Senate, and having in the last Congress 
discussed this subject at some length, and having embodied somewhat 
of that discussion in the report of the committee on this bill, I shall 
confine myself on this occasion, unless the course of the debate shall 
hereafter render it necessary to do otherwise, to a statement of the facts 
in the existing situation of the country, which, in my opinion, require 
the appropriation of large sums of money by the nation to the temporary 
aid of common schools throughout the country, and to the explanation 
of the provisions of this bill, which undertakes to provide a suitable 
i-emedy tor the alarming and increasing ignorance existing among the 
people at the present time. 

First, then, of the evil. 

The bill proposes to give temporary aid to common schools in all the 
States and Territories. 

Common schools are the means everywhere adopted to educate the 
masses of the people, and the instruction and discipline obtained in them 
constitute all the preparatory school training which twenty-four twenty- 
fifths of the American people receive for the practical duties of public 
and private life. I say public life with no reference to the incumbency 
of political ofBce. By the public life of an American citizen I refer to 
his life as a sovereign; to his constant participation in the active gov- 
ernment of his country ; to the continual study and decision of political 
issues which devolve_upon him whatever may be his occupation ; and to 
his responsibility for" the conduct of national and State affairs as the 
primary law-making, law-construing, and law-executing power, no mat- 
ter whether or not he is personally engaged in the public service as 
policeman or President, as any State official whatever, member of Con- 
gress, Chief- Justice of the United States, or a humble justice of the 
peace. In republics official stations are servitudes. The citizen is king. 

But, since knowledge is power, it is obvious that the degree of edu- 
cation which the citizen must acquire is commensurate with the char- 
acter and dignity of the station which he occupies by the theory of 
the government of which he is a part. By so much and so far as he is 
deficient he will fail, and either become a nonentity or a source of dan- 
ger and misrule. The indispensable standard of education for the peo- 
ple of a republic, then, is far above the mere capacity to read and to 
write the language in common use in a limited or perfunctory way. The 
education obtained in the common school and imparted, if necessary, 
with compulsion by the State should be such as to enable the citizen sov- 
ereign to obtain and interchange ideas and knowledge of affairs as well 
as to transact intelligently and safely all matters of business in the av- 
ocations of life. Measured by this not too exacting standard, the de- 
gree of disqualification for the duties and opportunities of citizenship 
actually existing is far greater than is indicated by the common stand- 
ard, which is considered to be the nominal capacity to read and write. 
This test is the one resorted to in taking the census as a test to measure 
the inteligence of the people; and its use for this purpose by the Gov- 
ernment and its adoption as the condition of the exercise of the suffrage 
by some States have served to fix in the public mind a very low stand- 
ard of education compared with that which should be set up in the com- 
mon school. I am heartily in favorof universal suffrage, for a partially 
ignorant people, with a free ballot actually secured to them, will govern 
themselves better than they will be governed by kings and aristocracies. 

But I desire to remind the American people that the more they know 
the greater will be their personal power and the better they will govern 
themselves. 

If the American people suffer from innumerable and bitter ills which 
they can never remove until they know how it may be done, their first 
great step is so far to educate themselves as to obtain the knowledge 
from which will re,sult the power to remove the evils of their civil, so- 
cial, and industrial condition. It is therefore at once apparent that 
tabulated statements, such as we obtain from the census and like star 
tistical processes fall far short of completeness as indications of the 
actual educational condition of the people. It is certain that the school 
facilities which have hitherto existed have been wofully insuflacient, 
since more than one-ninth of the adult citizens of the country are un- 
able even to read and write. What unknown margin of ignorance lies 
above this indication and yet below the true standard of competency 
and educational qualification for the duties of citizenship we are left 
without definite means of judging, but we know that it is very great. 
This dark belt of indefinite width which, like an unsurveyed desert, 
lies beyond the well-defined boundaries of ignorance and iocompetency 
should be constantly borne in mind as we proceed with the considera- 
tion of the subject. 

During the decade from 1870 to 1880 the population of the United 
States increased li-om thirty -eight to fifty millions. A like percentage 
of increase since 1860, a period of four years, would give a present pop- 
ulation of about 56,000,000 of people. 



Bythe census of 1880 there were in the United States 36,761,607 per- 
sons 10 years of age and upward. 

In round numbers now there are 41 , 000, 000. In 1880 there were, over 
10 years of age, who could not read, 4,923,451 persons, or 13.4 persons 
in a hundred, and now there are 5,500,000. In 1880 there were 
6,239,958 persons over 10 years of age who could not write, or 17 per- 
sons in a hundred. Now there are 7,000,000 who can not write. 
■ In 1880 there were 32,160,400 white persons in the United States, of 
whom 3,019,080, or 9.4 per cent., could not write. Now there are 
3,500,000 white persons in this country who can not write. 

In 1880 there were, of colored persons in the United States, 4,601,207 
10 years old and upward, of whom 3,220,878, or 70 persons of every 
hundred, could not write. Now there are 3,600,000 colored persons in 
the United States over 10 years of age who can not write. 

In 1880 there were white persons, over 21 years of age, 21,984,202; 
persons of whom 2,056,463, or 9.4 of every hundred, could not write. 
Now there are 2,313,521 white persons in the United States who can 
not write. 

In 1880 there were 11,343,005 white males over 21, of whom 886,659, 
or 7.8 per cent., could not write. Now there are 1,000,000 white 
adults who can not write. 

In 1880 there were 2,937,235 colored persons in the United States 
over 21 years of age, of whom 2,147,900 could not write, or 73.1 per 
cent, of every one hundred. There are now probably, 3,500, 000, as the 
colored population increases by births 7 per cent, faster than does the 
whit« from births and immigration. 

In 1880 there were colored males over 20 years of- age, 1,487,344, of 
whom 1,022,151 could not write, or 68.7 per cent. Now thereare 1,150,- 
000 or more, all voters. 

In 1880 there were white and colored m.ale persons over 21 years of 
age, 12,830,349; of whom could not write 1,908,810. Now there are 
males over 21, 14,500,000, of whom 2,150,000 can not write. These 
include the voting population. Unnaturalized persons over 21 shouldbe 
deducted. The average of immigration is now, however, as intelligent 
as our own population. That is a thought not familiar to our national 
contemplation. One voter in seven can not write. The percentage of 
illiteracy is something less among males than among the other sex, or 
there would be one voter in five unable to write. Of those who can 
write a large number can only, with great painstaking, contrive even 
to write their names. It is greatly to be doubted whether more than 
three-fourths of the voting population is capable of reading or writing 
with such facility as to make those arts a source of intelligent suffrage. 

Nearly three-fourths of the illiterate voters of the country are in the 
sixteen Southern States. The same States contain about one-third the 
entire population. Iowa has 18,886 voters who can not write in a pop- 
ulation of of 1,624,615. Georgia has 169,505 voters who can not write, 
and a total population of 1,542,180 — nearly ninefold illiterate suffrage 
in about the same population. In proportion to population, notwith- 
standing the great cities within her borders. New York luis only one 
voter who can not write to five in South Carolina. 

I take the following from the very able report made in the last Con- 
gress by the House Committee on Education and Labor: 

The last census sho"svs that there are 6,239,958 people of this country above the 
age of 10 years who can not -write — 12.44 per cent., or about one-eighth of our 
entire population. The census further shows that 4,715,395, or 75.56 per cent, of 
them, are in the recent slave States, which contain but 36.8 per cent, of the pop- 
ulation of the country. In six of th^e States one-third or more of the popula- 
tion above the age of 10 years are illiterate, -while in the Territory of New 
Mexico nearly one-half can not write. Of the white population of the country 
only 6.96 per cent, can not write, while 47.7 per cent, of the colored population 
are In that condition. More than one-fourth of the entire population of those 
States is illiterate.* 

The committee call attention to the illiteracy of the voters in the late slave- 
holding States. The following table has been furnished the committee by the 
Superintendent of the Census. It shows the total number of perso-as of 21 years 
of age and upward, and also the number of that age and upward who are illit- 
erate. [Table, see next page.] 

The following statement, showing the ratio of illiterate males of 21 years of 
age and upward to the -whole number of males of the same ages in the States 
named, is derived by the committee from the preceding table. There being but 
few foreigners in those States, nearly all of those persons are citizens of the 
United States and voters : 

Ratio of iUiterate males 21 years of age and upward. 

Alabama 46.7 

Arkansas , 30.4 

Delaware 17.6 

Florida 38.6 

Georgia 45.1 

Kentucky 26.0 

Louisiana 47.4 

Maryland 19.4 

Mississippi 46.7 

North Carolina 42.3 

South Carolina 51.9 

Tennessee 31.9 

Virginia 39.3 

West Virginia 16. 4 

Missouri 11.0 

Texas 24.3 

The average ratio of illiterate males of the ages named in the above States is 
32.3. 

* The ability to write is considered by statisticians the true test of illiteracy, as 
many persons through shame will not admit they caunot read, but are not so 
likely to claim that they can write. Besides, a person who can read and not 
write is essentially an illiterate. 



16 



NATIONAL AID TO COMMON SCHOOLS. 



Numher of illiterates. 



SUtes. 


Total number 
of males of 
21 years of 
age and up- 
ward. 


Number of males of 21 years of age and 
upward who can not write. 




White. 


Colored. 


Total. 




259,884 
182, 977 
38, 298 
Bl, 699 
321, -138 
376,287 
216,7*7 
232, 106 
238,532 
541,207 
294,740 
205,789 
330,305 
380,476 
334, 505 
139,161 


24,450 
21,349 
2, 955 
4,706 
28,571 
54,956 
16,377 
15, 152 
12,473 
40,655 
44, 420 
13, 924 
40, 948 
&3,085 
31,474 
19,055 


96,408 
84,300 
3,7.S7 
19,110 

110,516 
43, 177 
86,555 
30,873 
99, 068 
19 028 
80, 282 
93,010 
58,601 
59,669 

100,210 
3,830 


120, 8.")8 




65,649 
6,742 
23,816 












98,1.33 






46,025 




111,541 




59,683 








106, 934 




105, .549 




92, 754 


VirRinia 


131, 0S4 




22,885 








4,154,125 


410,550 


944,424 


1,354,974 







Of the above illiterates 69.7 per cent, are colored, and 30.3 per cent, are whites. 

In ten of the above-named States more than 30 per cent, of the voters are illit- 
erate. 

In six of them the illiterates are about 50 per cent. 

In South Caroliiuv 52 per cent, are illiterate. 

The State of Alabama has 120,858 illiterate voters. Its popularvote in 1880was 
151,507. 

The State of Georgia has 145,087 illiterate voters. Its popularvote in 1880 was 
155,651. 

The State of Mississippi has 111,541 illiterate voters. Its popular vote in 1880 
was 117,078. 

The State of Louisiana has 102,932 illiterate voters. Its popular vote in 1880 
was 97,201. 

While it is true that in many of the States not one-half of those entitled to vote 
actually did so, yet the wonderful nearness of the number of illiterates to the 
number of those who exercised the right of suffrage is startling. 

The truism that no government which rests upon universal suffrage can long 
continue unless the suiTragists are intelligent, in the light of the above facts 
presses itself upon our attention with renewed force. The words of James Mad- 
ison, uttered in 1826, are a present warning: "A popular government without 
popular information or the means of acquiring it is but a prologue to a farce or 
tragedy, or both." Nearly half a million of the white and almost a million of the 
colored voters in the Soutli can not read the ballots which they cast. But thirteen 
years have elapsed since the latter class was given the ballot. At that time all 
of them were grossly ignorant not only of letters, but also absolutely devoid of 
all knowledge of the rights and obligations of citizenship. During the last ten 
years the number of illiterates in the country has increased about 400,000, though 
the percentage of illiteracy to the whole population has decreased nearly 2 per 
cent. It would, however, take forty years to dispel this illiteracy at this rate of 
diminution. 

There are 145,000 illiterate voters in North Carolina, and 117,000 in 
Sonth Carolina. I clip the following from the National Republican of 
last winter: 



About five times greater. 

It is true that about 69 per cent, of the illitei*ate voters in the old slave States 
are Republicans, and it is also true that nearly that per centum of the illiterate 
vote was suppressed. 

Suppre&sed, it is true; but it could not have been if intelligent. 

Alabama has 120,858 illiterate voters; the popularvote of that State in 1880 was 
151,507. Georgia has 145,087 illiterate voters; the popular vote there that year 
■was 155,651. Mississippi has 111,541 illiterate voters ; her popular vote in 1880 was 
117,078. Louisiana has 102,938 illiterate voters, and cast 97,201 votes. 

Mr. MORGAN. I suppose the Senator from New Hampshire knows 
that the great body of the illiterate men in Alabama voted for Garfield, 
and not for Hancock. 

Mr. BLAIR. I stated that. The Senator will find as I go on that 
my reiuarks are not prepared with any idea or feeling of self-glorifica- 
tion for the section of country that I belong to. I have endeavored to 
simply state the facts. 

By the Census (table 40) Compendium, page 560, it appears that the 
total number of white males over 21 years of age in the country in 1880 
was 11,343,005 ; native-born, 8,270,518; ibieign-born, 3,072,487; col- 
ored, including Japanese, Chinese, and Indians, 1,487,344; making a 
total of 12,830,349. 

The question of the sup-ression of the Republican vote in the South 
is one that I did not propose to introduce into the debate, and it is one 
on which there is something perhaps to be said on both sides, if it were 
before us. 

In 1880 there were 105,465 Chinese, 148 Japanese, and 66,407 civil- 
ized Indians. I am aware of no means by which the actual number ol' 
voters ill the United States can be ascertained, but if we add to the total 
of male population over 21 yejirs of age onc-eiglith of the total of 1880 
we have 1,603,793, and in all at this time I4,4:S4,142. Assuming one- 
half the foreign-born males of voting age to be naturalized, we have 
a voting element as follows, making allowance for incre:ise of one-eighl h 
in each element since the censu.s was taken: Native-born white voters, 
9,203,332; foreign-born white votei-s, 1,728,274; colored (excluding Chi- 



nese, Japanese, and Indians), 1,479,739; total voting population of the 
United States in 1884, 12,411,345; or in round uumljcrs there will be 
12,500,000 men whose ballots will or may decide the next Presidential 
election. 

The percentage of illiterate white males over 21 years of age by the 
census of 1880 is 7.8, and of colored the rate is 68.7. There is no per- 
ceptible change in this percentage for the better, judging from the fact 
tliat the illiterate population increased, according to a statement of the 
Commissioner of Education, between the years 1870 and 1880, 581,814 
persons. There is some coul'usion in the data, but I tliink tliere was 
an increase during that period substantially as estimated by the Com- 
missioner. We have then at the present time an illiterate white voting 
population of 852,665; illiterate colored voters, 1,016,580; total illiter- 
ate voters, 1,869,245. 

Generally the number is placed at more than 2,000,000. Such esti- 
mates can never be more than approximately correct, but they are in 
my belief practically greatly understated, because the technical qual- 
ification of being able to write one's name, however crudely, is very 
slight evidence of capacity to comprehend political i.ssues or to dis- 
crimate intelligently between candidates for public positions. 

This observation derives special significance when it is still further 
considered that the enumeration must of necessity rely generally as to 
the possession of even this qualificiition upon the verbal statement ol 
the party concerned, who is not likely to make an unpleasant admis- 
sion of incapacity against himself. 

I do not believe that more than two-thirds, or at the most three- 
fourths, of the voting population of this country is to-day in possession 
of a degree of proficiency in the arts of reading and writing that quali- 
fies them, through the use of those arts, to exercise the right of suffrage 
more intelligently than do total illiterates. The school education of 
great multitudes is nominal, not real. 

I purposely omit other data as to the distribution of the illiterate 
vote. If it were uniformly dispersed it would be less dangerous. But 
concentrated as it is in masses at points along the line, while intelli- 
gence can never be too strong any where, and considering that a majority 
of one in Florida or in Oregon may decide the most important of na- 
tional elections and determine the future history of the whole country, 
I for one find it impossible to sleep in peace over this volcano. 

As will be seen by reference to tables in the report of the committee 
and to the census the school age varies greatly in different States. In 
some it is from 5 to 15, in others from 4 to 21, and with great diversity 
between those extremes. In a speech in support of a mea.sure sub- 
stantially the same as this, made in the Senate June 15, 1882, after 
careful consideration, I stated the number of our population who should 
be in schools as, in my opinion, 18,000,000. I believe it to be now 
20,000,000. By the census of 1880 the number within the school ages 
was 15,303,535. Of this number were then enrolled, that is, their 
names were on some list of pupils, 9,780,773, leaving 5,522,762 not at- 
tending school anywhere. But there were 567,160 enrolled in private 
schools, making a total of 10,347,933 enrolled in all schools of the 
country, both public and private, and leaving 4,955,602, or nearly one- 
third, of the legal school population not attending either public or pri- 
vate places of instruction. 

If, now, the total enrolled in public and private schools be increased 
one-eighth, as in previous calculations, we have a present school popu- 
lation in process of mental training of 11,641,424. If I am substan- 
tially correct in assuming a present population of 20, 000,000 who should 
be either in public or private schools, from our total of at least 56, 000,- 
000 now living in this country, there will remain 8,358,576 \vho do not 
attend schools of any kind whatever, unless it may be of liberal or pro- 
fessional training. Making all allowances which can be reasonably 
claimed, there must be 8,000,000 of less than 21 years of age who are 
not enjoying school privileges of any description whatever. But look 
still further, in order that we may judge of the efficiency of our system 
in dealing with those actually enrolled. By the census, out of the 
9,780,773 on the public school registers, there was an average daily at- 
tendance of 5,804,993; so that the real fact is that the net educational 
result is the same as though the latter number had attended the whole 
school period yearly, which is perhaps five months of the twelve in the 
whole country, and 9,499,542 had not received a single hour of school 
instruction for the year. 

If the present average daily attend.ance in public and private schools 
be ascertained by adding one-eighth to the aggregate of 1880, to wit, 
5,804,993, plus two-thirds the enrollment in private schools (which we 
m:ty fairly a.ssume to be the average daily attendance, or, to be liberal, 
400,000 pupils), we have 6,204,993 increased by 775,623, or a total of 
6,9H0,616, or .say 7,0(10,000 in round numbers. Deducting this number 
from 20,000,000, and we have the same general result upon the edu- 
cational status of our school population as though 13,000,000 of the 
20,000,000 did not attend school at all. 

Of course this calculation is of little value save as it affords a means 
of comparing our real condition vnih what it would be if tlte whole 
school population should attend constantly five months yearly between 
the ages of 4 and 21 years. Making every po.ssible allowance for pro- 
fessional and other forms of special training, I do not believe that there 
is an average daily attendance of 10, 000, 000, or one-half our population, 



NATIONAL AID TO COMMON SCHOOLS. 



17 



between the above-named ages twenty weeks of the year. I do not 
think there are sittings or accommodations of any kind, no matter how 
primitive and inexpensive, for one-half our school population. We 
have now less than 300,000 teachers and an average of more than 6G 
pupils for each. "We require at least 200,000 more, and both the pro- 
fessional standard and the pecuniary compensation of the body as a whole 
should be very much raised. 

In table 136, page 1640, part 2 of Compendium, the whole number i 
of teachers employed at the time is setdown at 236,019; the total num- ■ 
ber who attended school during the year 1880 at 9,946,160, and the ■ 
average daily attendance 6,276,398. The whole number of public 
schools, elementary and high, is placed at 225,880; thenumber of school 
buildings 164,832, and the whole numberof sittings provided 8,968,731. 
The data I have relied upon in making these calculations have been 
derived in part from the census and in part from the returns of the 
Bureau of Education, which are collected with great care. 

I propose now to state a few well-authenticated facts in regard to the 
actual condition of common-school education in different portions of the 
country. 

The Louisiana Educational Society has just memorialized Congress 
upon the subject of national aid to common schools, praying for an ap- 
propriation. Their petition, presented by Senator Gibson, is printed 
at length in the Recced of March 11, 1884. It is such an admirable 
though distressing statement of the situation that I will ask the Secre- 
tary to read it to the Senate. 

The Secretary read as follows: 

Office of the Louisiana Educationai, Society, 

New OrleanSj March 4, 1884. 
To the honorable the Senate 

aaid House of Representatives in Congress assembled : 

We beg leave to lay before you. on behalf of the State of Louisiana, the follow- 
Inff statement of facts, and to sui>niit this memorial : 

The report of the superintendent of public education of the city of New Orleans 
for 1881 showed a total school population (6 to 18 years of age) of 61,456; a total 
enrollment in the public schools of the city of 24,401; and an average daily at- 
tendance in December and January (which were the months of largest attend- 
ance) of 17,135. 

Although the number of educable children haa largely increased since then, 
the superintendent reports for January, 1884, the enrollment to be only 14,482, 
with an average attendance of 11,070. 

With an allowance of 10,000 in private and parochial schools {which is a large 
estimate), we still have 36,974 children in New Orleans receivingno educational 
instruction whatever. 

The census of 1880 shows an average attendance of 15,190 (which included the 
months of most meager and the largest attendance). Thus you will see at a 
glance the large decrease in the number being educated, although the popula- 
tion is steadily increasing. 

Acorrespondingretrogression exists throughoutthe State, and it may be safely 
affirmed that of the 273,845 school population of Louisiana (census of 1S30) not 
more than 30 per cent, of them attend either public, private, or parochial schools. 

In the fifteen Southern States, including the District of Columbia, the census 
of 1880 shows that there are 3,702,835 (white and black) of the 5,703,216 school 
population not enrolled in schools, and notwithstanding the effoi-tsmade by the 
people of these States and the generous contributions from private sources in 
the North for educational purposes the number of children uuenroUed in the 
schools and the illiterates continue to increase. 

The State and city have done much toward public education, but the illiterates 
are such a large proportion of the population, and poverty is so widespread, 
that the taxable property can not bear such a burden as must necessarily be im- 
posed to provide for and sustain public schools. 

We are aware that, in so far as ignorance is the source of pauperism, crime, and 
a want of thrift, the State is chiefly interested and the Federal Government in- 
directly only, but there is a common ground on which Federal and State inter- 
ests meet and blend. Good government is necessary for both, and it is equally 
the duty of both to see that the citizen is made capable of performing tlie duties of 
citizenship intelligently, fearlessly, honestly. Said one : *' Honest enough, brave 
enough, and keen enough to resist corruption, defy violence, and defeat fraud." 

Both are alike interrested in making the masses of the people sufliciently in- 
telligent to understand what constitutes the greatest good for the greatest num- 
ber; and to comprehend also the converse of the proposition, that the good of 
the greatest number is the highest and best interest of the individual citizen. 

We believe that the very life of the Republic and the preservation of the liberty 
it vouclisafes depend upon the intelligence of its people, the universal education 
of its citizens; that as their illiteracy increases so do the dangers to our country 
multiply. 

In the words of Senator Blaik : " Education, physical, intellectual, andmoral, 
is the primal necessity." The fathers and founders of our Government so con- 
sidered it. They thought that a republic could stand only on the intelligence 
and virtue of its citizens. 

Our danger is imminent and increasing. France in 1870 realized that it was 
not the needle-gun but educated Germany w^hich so quickly brought her to de- 
feat and submission. She was taught a bitter lesson, by %vhich she is now profit- 
ing. Since then she has largely increased her taxation for public schools, made 
elementary schooling free and attendance compulsory. Let her history teach 
us to educate our children, be they white or black. 

But this can only be done with the liberal aid of the National Government, 
and unless it comes to our assistance the condition of our educational work must 
grow steadily worse. 

We believe that a very large sum is necessary to meet the great need of the 
country, A bill before Congress proposes to give 815,000,000 for the tirsb vear 
and to decrease the appropriation 81,000,000 each year during a period of ten 
years, dividing it according to the number of illiterates in eauh State. 

We trust that some such measures may meet your approval. Some such meas- 
ures are necessary to stay and roll back the tide of illiteracy in this and other 
States of the South, which now finds no barriers strong enough to resist it. We 
believe it to be the duty of Congress to make some such appropriation, and on 
behalf of our State we ask it to do so. 

Washington, Adams, Jefferson, Madison, Monroe, declared the necessity for 
and the imi>ortance of pui>Iic education. Said the latter in his inaugurii'l ad- 
dress of 1817 : "Let us by all wise and constitutional measures promote intelli- 
gence among the people, as the best means of preserving liberties." 

Presidents Grant, Hayes, Garfield, and Arthur have severally recommended 
it, and President Garfield said: "All the constitutional power of the nation and 
of the States should be summoned to meet the danger by the saving influence of 
umversa.1 education." 



With our poverty upon us and dangers before us w^e appeal to Congress to do 

all that can constitutionally be done to aid in the education of youth, so that we 

may reap the fruits of industry, integrity, and intelligence. 

LOUIS BUSH, President R. H. BROWNE, Chairman^ 

E. T. MERRICK, Vice-President, JAMES McCONNELL, 

I. L. LEUCHT, Sea-etnry, S. S. CARLISLE, 

CARTWRIUHT EUSTIS, Treamrcr. SYLVANUS LANDRUM, 

R. H. BROWNE, B. T. WALSHE, 

J. C. MORRIS, WARREN EASTON, 

JAMES McCONNELL, J. W. NICHOLSON, 

R. M. WALMSLEY, Committee on Memorials, 

STANFORD E. CHAILE, 

Executive Cormniitee Educational Society of Louisiana. 

Mr. BLAIR. On Friday, March 24, 1882, a committee of the Na- 
tional Educational Association appeared before the Committee on Edu- 
cation and Labor of the Senate and House of Representatives, to urge 
national aid to public-school education. The association comprises the 
superintendents of public instruction of the States and Territories and 
a large number of the principal educators of the country. 

The committee of the association consisted of Hon. G. J, Orr, of Geor- 
gia; Hon. M. A, Newell, of Maryland; Hon. J. H. Smart, of Indiana; 
Hon. Hugh Thompson, of South Carolina; Dr. J. W. Dickinson, and 
Hon. B. G-. Northrop, of Connecticut. 

This committee presented at the hearing another memorial already 
prepared by representatives of the great religious denominations of the 
land, of the trustees of the Peabody fund, and of missionary and educa- 
tional institutions, which memorial they indorsed and urged upon the 
consideration of Congress and the country. 

I ask the Secretary to read the memorial. 

The Secretary read as follows: 

A MEMOEIAL TO CONGKESS. 

The undersigned earnestly call the attention of Senators and Representatives 
to the following facts and suggestions with reference to governmental aid to 
common schools on the basis of illiteracy. 

The following table is based upon the estimates of the Bureau of Education. 
In the sums raised by the States interest on the invested funds is not included, 
except in a few States. The table is not exhaustive, but only illustrative. [See 
nextpage.] 

We respectfully suggest: 

1. The lielp should be so given that it will stimulate rather than supersede the 
necessity of State effort. 

2. It should be help for the common schools ; temporary aid in the training 
of teachers perhaps, but chiefly in giving them opportunity to teach. "The 
safety of the Republic is the supreme law of the land." This is the maxim which 
not only justifies but demands action on the part of the General Government, 
and it should also suggest the limitations under which the action should be 
taken. 

3. The help should be immediate and not remote. The fortunes of war and 
the necessities of legislative action have made citizens of a large mass of igno- 
rant men, whose votes are to shape, for w^eal or woe, the characler of our laws. 
Education alone can convert this mass of ignorance and element of danger into 
one of enlightened strength and safety. 

Largely more than one-half of a fund for the education of the illiterate would 
go to the South for negro illiteracy; less than one-fourth because of white illit- 
eracy. If Congress should create a fund which would give S3 per annum per 
capita for the education of this class alone, it w^ill require an aggregate annual 
sum of 818,719,958. Of this, Mississippi, e.f/., would receive $1,119,003; but of this 
£959,529 would be for colored illiterates and $160,344 for white illiterates. 

Kepresenting an educational work in the South chiefly for the negro race, in 
which have been expended about $10,000,000, and speaking with a wide knowl- 
edge of facts, we emphatically assert the impossibility of accomplishing this 
great work unless the General Government shall come to the assistance of those 
States in which this illiteracy is chiefly found. 

Every dollar we have expended expresses the conscientious and earnest desire 
of the donor that this work shall be done, and is aa emphatic vote for the action 
for which we ask. 

In the name of the millions of Christian citizens whom we represent we ear- 
nestly urge Congress to help qualify the ignorant voters who are intrusted 
largely by Congressional action with the ballot for the duties with which they 
are charged, believing the power to do this is co-ordmate with the power that 
enfranclSsed them. 

REV. M. E. STRIEBY, D. D., 
Amei'ican Missionary Associniinn ; Congregational, 
REV. J. C. HARTZEL. D. D., 
Secretary Freedm^n''s Aid Socieh/; Methodist. 
REV, H. L. MOREHOUSE,' D. D.. 

Home Missionary Society; Baptist, 
BEV. SHELDON JACKSON, D. D., 

Home Missionai'i/ Society ; Presbyieria/n, 
REV. J. L. M. CURRY, D. D., 

Agent of the Peabody Fund. 
PROFESSOR C. C. PAINTER, 

Fisk University, Nashville, Tenn, 
S. C. ARMSTRONG, 

Hatnpton Instituiey Virginia. 
Washington, D. C. , March, 18S3. 

Mr. BLAIK. I call attention to these signatureSj not only on account 
of the great personal worth of the men themselves, of the superior posi- 
tion which they occupy as individuals in the country, but on account 
of the representative capacity in which they have signed the memorial. 
These denominations are also organized into a national educational as- 
sembly, which has had two annual meetings, of which Bishop Simpson 
is the president. It is proper that I should observe here that there is 
a substantial combination of all the great religious bodies of the coun- 
try, at least in the Northern States, who have one specific purpose, and 
that is to urge upon Congress the appropriation of national money ia 
the direction of general education. 

The hearing which followed is to be found reported in full in Miscel- 
laneous Document 55 of this session, to which I refer the Senate, but 
from which I wish now to quote a few of the more important stat©- 



18 



J!^AT10NAL AID TO COMMON SCHOOLS. 



; t OS 



5S02 
■sSfc (= 



o 
o_| 

■sssf 



55:5 

o,a o 

w 



Alabama 

lown 

North Carolina.. 

Wisconsin 

Kcnliukv 

Wichi-iin 

Connecticut 

Louisiana 

Kansas 

Georgia 

Ma.s9achu8ctt9.... 
South Carolina... 

Minnesota 

Maryland 

Maine 

West VirKiniii.... 

Nebnislca 

Tennessee 

New York 

Virginia 

Ohio 

Mississippi 

New Jersey 

Florida 

New Hampshire 

Missouri 

niiuois 



1, 262, 505 

1,021,615 

1,399,750 

1,315.097 

1,648,090 

1,636,937 

802,525 

622,700 

919,946 

968,096 

1,542,180 

1,788,085 

995, 577 

780,773 

934, 913 

048, 906 

618, 457 

452, 402 

1,742,359 

5, 082, 871 

1,512,565 

3, 198, 062 

1,131,597 

1,1.31,116 

269,493 

346, 991 

2, 168, 380 

3,077,871 



433,447 
46, 609 
463, 975 
55,558 
3-18, 392 
63,723 
202,015 
28,424 
318,380 
39,476 
520,416 
92,980 
369, 848 
34,546 
134, 488 
22, 170 
85,373 
11, 528 
410, 722 
219, 600 
430,452 
131,847 
373,201 
53,249 
80,183 
14,302 
208,754 
145,397 



271,943 
"i33,'895 



103,473 
"259,"429 



391,482 
"306,'07i 



90, 172 
' i6,"i39 



194, 495 

"si'i'eeo 



319,573 
""66,"420 
""56,"244 



$250,000 
4,227,300 

314,719 
2. 223, 581 

947, 392 
2,453,831 

189, 080 
1, 276, 667 

450,000 
1,276,786 

471,089 
4,372,286 

440,110 
1,361,526 
1,210,977 

820, 860 

703, 185 

786,963 

698,776 
9, 075, 992 
1, 261, 975 
6, 714, 086 

334,769 
1,742,198 

104,530 

544,710 
2,163,330 
6,735,478 



S17 00 

""2o"o6 



76 00 

""is'm 
""42'm 
""27 00 
'"Woo 
"27500 

"'247"00 

""si "66 
""ot'oo 
'"•ie'oo 
""3906 
"3i6"6o 



81,300,341 
139,827 

1, .391, 975 
106, 674 

1,045,176 
191,169 
606,045 
85,272 
955, 140 
118,428 

1,561,248 
278,940 

1,109,544 
103, 638 
403, 464 
66,510 
256, 128 
34,584 

1,032,166 
658,800 

1,291,056 
395, 541 

1,119,603 
159, 747 
240, 549 
42,906 
626, 262 
436, 191 



401, 685 

"sioi'ii'g 



778,287 

'i.'m.'ito 



930,213 
"270,"5r9 



30,417 
"583,"435 



941,780 
"959,"529 



181,260 

"iesirai 



Sa35,301 
139,827 
576,096 
166, 674 
643,491 
191, 169 
295,626 

85,272 
176, »53 
148,428 
381,862 
278,940 
179,331 
103,638 
132, 948 

66,510 
22.5,711 

34,584 
648,781 
658,800 
344,076 
895,541 
160,344 
159,747 

59,289 

42,906 
457,530 
436,191 



ments made on that occasion. Superintendent Orr, of Georgia, ad- 
dressed the committees as follows: 



I and gentlemen of the committee, the duty assigned me on this 
niple one. I have been laboring in this work in my State 
for tile last ten years. 

I desire to say that Superintendent Orr can speak with larger and 
more reliable authority probably from the standpoint of an educated, 
energetic, and patriotic Southern man upon this subject than any other 
man whatever in the whole country. I consider his statements as of 
very special significance, and entitled not alone to the attention of the 
Senate but of the entire country; in fact, all that I shall read, much to 
the weariness, I trust not to the disgust, of any members of the Senate, 
will be from representative men, who are much better authority on this 
subject than anything I might state. Mr. Orr said: 

I have been the representative of the Department of Education since 1872. I 
do not propose to detain the committee by any lengthened remarks. I propose 
to give you, gentlemen, some plain facts showing our condition, showing our 
necessities, showing the temper and spirit of our people, and X feel that when I 
do this, when I put before you the condition of the State of Georgia, I shall have 
given you a type of what prevails throughout the entire South. 

In the year 1860, when one of the honored Senators from my State, now pres- 
ent, was our chief executive, the tax returns, according to the documents in the 
office of the comptroller-general, summed up $672,000,000. After I entered the 
oflice which I now have the honor of filling I went to the files of that offlee for 
the purpose of trying to ascertain the aggregate value of property at the first 
return made after the war. I found it to be itl70,000,000. The property of the 
Statewas thus reduced S500,000,000 in value. This made a great change in the 
condition of the State, as you may well know ; but this does not represent fully 
the change. It lacks a good deal of it. 

I will put before you, gentlemen, a few other considerations which will show 
more fully the great change which was wrought. Everything that we had ac- 
cumulated during tlie four years of the unhappy struggle in which we engaged 
was invested in confederate securities, and was held in the shape either of bonds 
or of confederate currency. Thus what remained of the labor of four years, 
after the devastation of your army and the support rendered ours, was blotted 
out in one hour. Hundreds, thousands, and tens of thousands of the best men 
in the State of Georgia were thus left in a condition in which, under the old 
postal laws of the United States, when postage was paid at the place of delivery, 
they could not have taken a letter from the post-office. You will very readily 
understand, then, how we were situated as to our capacity to commence life 
again. 

Not only this, but the whole labor system of the country was thrown into dis- 
organization. The agriculturists had no means of going to work again, and we 
ore an agricultural people, as you well know. They had no capital to begin 
with. They had to borrow. They had to give a lien upon the products of the 
Boil in order to enable them to pay the debts, and those who held the capital ex- 
acted exorbitant interest. Our farmers and agriculturists have been paying 
from 50 to 100 per cent, for advances. Having their noses thus put to the grhid- 
Btonc, they have been kept there up to the present time, for every intelligent 
man knows very well that farming can not be conducted successfully when the 
capital used in it costs such a percentage. The lack of resources and the utterly 
disordered condition of the labor of the country put us in a very helpless con- 
dition. 

Let me glance for a few moments at certain other facts. We had in the State 
of Georgia two kinds of citizens— those who had always been citizens, and a 
number of persons, very nearly equal, who had been made citizens as a result 
of the war. The last school enumeration, which was taken four years ago, 
ehowed that we had 198,000 colored school children in the State. The entire 
echool population is 433,144. The difference will show you how many are col- 
ored; nearly half, you will see. 

Let me say a few words about the colored people. They were made free with- 
out resources. They had no capital; the.v hiul no habits that would lead men 
when thrown upon their own resources to accumulate capital. They have been 
gathering capital gradually, until I am very glad to report that the last return of 
the property of the Slate showed that there were in the hands of the colored 
people of that State some S6,000,UUO worth of property. I think the colored peo- 



ple of my State have done nobly ; I say it here to their credit. But the point I 
am now making is the immense burden which was put upon us. I do not give 
you an idea of that burden by telling you the number of persons who were sud- 
denly made free without resources. That does not give you an idea at ail. 

There is no means of getting at the number exactly, but I think at least one- 
half of the white population was in the same condition, utterly wrecked, ruined 
financially by the results of the unfortunate struggle in which we had engaged. 
For one, I want to see the last remains of that struggle forever buried so deep 
that the hand of resurrection will never bring them up again. I think it be- 
comes us of this generation to begin to think about living for the future, to for- 
get the past. We have a great country, and here we must dwell ; our people 
want to dwell with you in unity and harmony. I know what I say ; I have 
visited in the course of the administration of my office almost every county in 
the State of Georgia. I have made two hundred addresses to the people. I 
have stated to you the difficulties now. I know the condition ; I know the 
spirit of the people, their present sentiment. I know it from mingling with 
them in their cottages and in their cabins, for I have visited the colored man as 
well as the white man. I have mingled with all ; I know their feelings. 

I want to say to you, gentlemen, that in the State of Georgia, under my ad- 
ministration of ten years, the entire loss of school fund will not foot up more than 
about S6,000. In an administration covering ten years there has not been a sin- 
gle dollar misapplied with that exception that I know of. We try to make it do 
the greatest possible amount of good. We try to manage it with the greatest 
economy. We admit to our schools all "who want to enter them. We com- 
menced in 1871 with a school attendance of 48,000. We have gone gradually up- 
ward. My brethren here will excuse me for using the same illustration which 
I did before the association when in session. One of the fathers, a man contrib- 
uted to us by New England, one of our most honored men in the early history 
of that State — I allude to Abraham Baldwin — in speaking once of central power, 
illustrated it by that wonderful power known as the screw. He stated that at 
every revolution it gained a little and it held all it gained. I quote his illustra- 
tion, not making the same application of it; I make a very dilfcrent one. 

We have gained at every revolution a little in Georgia, and we retain all that 
wegain. We are moving steadily forward. Weeommenced with an attendance 
of 48,000 the first year. The second year we had 83,000, the next year 136,000, the 
next 156,000. I shall not follow the statistics along. Year before last (my year's 
work has not been footed up, as the returns are not all in) we went up to a school 
al tendance of 236,000. We have never failed to gain as much as 9,000 in any year. 
AVe have gone over that in attendance every year, and the colored people have 
proceeded part passu with the whites in their attendance. They commenced 
with 6,000 and went up, according to the last return, to 86,000 colored children 
in ourschools. There is no discrimination made ; no man can afford to do it in 
an office in my State. So strong is the school sentiment in favor of the admin- 
istration of exact and equal .justice that no man can afford to do it. We are strug- 
gling to do the very best we can with our limited means. 

1 have read a good deal on the subject of the school history of this country and 
of the different States. In addition to that, I have been giving my attention to 
this great subject of the education of the races for eleven or twelve years. I have 
been reading whatever fell into my hands, and you will excuse me when I say 
that considering the circumstances in which we were placed, the great disadvan- 
tages under which we labored, the immense difficulties which we had to con- 
tend with — considering all these things and considering the work achieved, 1 do 
not believe the equal of it has been done in any State of this Union in any time 
during the past. If it has. it is not within my knowledge. We have wroughta 
marvelous work, but we are unable to do what ought to be done. We come to 
you and ask the interposition of the strong arm of the Government, the Govern- 
ment of your fathers and of our fathers, for we are one of the old thirteen. We 
stood shoulder to shoulder with you in that contest, and I want to say here to- 
day that if another contest shall arise our people will stand by the people of 
New England and the people of the Middle States in supporting the power and 
the authority of the Government of the United States. 

Gentlemen, I do not know that I could state anything further that would be 
of service to you. I wish to add that I was greatly gratified when my brethren 
here from New England, and from the great Northwest, and from the Middle 
States, and from the Southern States, iiiii in i .mnril, and when we sat down fis 
brethren, and when we agreed almosi uii:inini(Hi-ly upon every point to be sub- 
mitted to this committee for eonsidcr;ii i.in, \\ <■ ai e practicall.v a unit, and on 
all of these recommendations the men Innn all portions of the country agree. 

Now, gentlemen, begging pardon for taking up so much of your valuable 
time, and thinking that it is proper for me to yield to others who may have some- 
thing to say on this occasion, I shall conclude by asking, as I know I shall have. 



NATIONAL AID TO COMMON SCHOOLS. 



19 



vhe candid consideration of this great question of the education of the masses, 
greater than questions of commerce, than questions of currency, than questions 
of tariff, than questions of constitutional law— greater than any questions that 
statesmanship will have to contend with and settle, because we make the peo- 
ple, and without the people we can have nothing else. We make the men and 
women of the country. I shall say nothing further. 

Eepresentative Updegraff, now dead, asked this question, to -which 
Mr. Orr responded : 

I would like to ask the honorablegentleman whether the average time of con- 
tinuance at school has increased? 

Mr. Ork. Our last Legislature succeeded in adding about SIOO,000 to the fund. 
We shall have this year very nearly $600,000 to operate with. We shall be able 
to run ourschools in many of our counties absolutely free for fourmonths of the 
present year— that is my estimate— and in all of them paying the entire expense 
for three months. We are adding just as rapidly as we can. 

The PRESIDING OFFICER (Mr. Harris in the chair). The hour 
of 2 o'clock having arrived the Chair will lay before the Senate the 
unfinished business, which the Chair believes is the bill to which, by 
the unanimous consent of the Senate, the Senator from New Hampshire 
is now addressing himself. It is now before the Senate in its own right 
for consideration. The Senator from New Hampshire is entitled to the 
floor, 

Mr. BLAIR. Hon. Hugh Thompson, of South Carolina, was before 
the committee and made the following statement from his standpoint 
as a prominent citizen of that State, and as superintendent of public 
instruction, I think, at that time: 

Mr. Chairman and gentlemen of the committee, in presenting the view of 
South Carolina I shall ask to call the attention of the committee to three points: 
First. That the State of South Carolina is now doing all in her power for pub- 
lic education. 

Secondly. That it is impossible in her impoverished condition for her to fur- 
nish the means of education to the masses of the children ; and 

Thirdly. That the aid we ask for, if granted at all, should be granted imme- 
diately. 

I have brought here some figures from the school returns of South Carolina 
w^hich I wish to read, and as I have no set speech to make to the committee, I 
shall be glad to answer any question that any member of the committee may 
wish to ask. An interruption will not interfere at all with the line that I shall 
take. 

I call the attention of the committee, first to the fact that in 1S77, when I took 
charge of the department of education in South Carolina, the first thing I did 
was to call for a statement from the different counties of the amount of past in- 
debtedness, known as the school indebtedness. I was aware that it vras large, 
but I was surprised to find w^hen the returns came in that we had upon us a debt 
of $210,000 due against the school fund. This debt at that time of :5210,000 was 
supposed to be the full limit, but upon subsequent investigation it turned out to 
be much larger. During the period from 1877 until the present time we have 
been attempting to pay off this debt. In some of the counties the debt has been 
entirely liquidated, and there are not more than one or two counties now re- 
maining in which there is any considerable debt to be paid. But that debt has 
hampered us in every move we have made to strengthen and develop our pub- 
lic-school system. In addition to that we have a debt of $191,800, known as agri- 
cultural land scrip. There was not one cent of that money to be found in the 
treasury ; the last dollar of it had been misappropriated. That fund, too, has 
been restored. 

The committee will observe, therefore, that we have paid a debt of over 
$400,000, money that ought to have been used for elementary and higher educa^ 
tion, and that w^e have thus been hampered in our attempts to make the school 
system as strong as it might otherwise have been. 

The assessed value of the property of South Carolina to-day is nearly $138,000.- 
000. We have three sources of revenue from w^hich our school-tax is derived. 
First, it comes from a constitutional tax of 2 mills on the dollar upon all the 
taxable property of the State. The amendment to the constitution making this 
a part of the organic law of the State was adopted in January, 1877. Observe, 
gentlemen, that this is part of the organic law ; it is not subject to changes by 
different Legislatures. We are glad to state that each year the income from 
this source grows larger and larger as the assessed value of property is raised. 
• The second source from which we derive an income is from the poll-tax. There 
are in the State of South Carolina, on the books, 140,000 polls, and the poll-tax 
there is $1 a head. We have never succeeded in collecting more than $114,000 
from this source, owing to the fact that a large number of the voters of the State 
are entirely without property, and we can not enforce the collection of even the 
$1 per head. 

The third source from which we derive our revenue is local taxation. This 
mode of raising taxes is becoming more and more in vogue each year. At each 
session of the Legislature we find different towns coming forward and asking 
permission to levy additional taxation. 

Tlie misuse of the public money during the first years of the school system, 
from 1868 to 1877, and especially the abuse of power under the local-tax laws, is 
one of the great obstacles that the school men of South Carolina have had to 
contend with, because we are constantly met with the charge that the thousands 
of dollars that were wrung from the people within the period named were mis- 
ipplied, were stolen and misappropriated, and that this public-school system is 
)nly an engine of taxation, the money for which will not be carried into the 
channels for which it was intended. I believe, though, thatthisspirlt is rapidly 
passing away. As I said tlie other night before the association of superintend- 
ents, lam convinced that if to-day the questioM ofmaintaining the public-school 
system of South Carolina were submitted to a vote of white citizens alone, by a 
very large majority they would be in favor of maintaining it and strengthening 
it and of developing it so far as may be in their power. 

I should like to call the attention of the committee, in order to show^ w^hat the 
State is doing in this respect, to a brief comparison of the taxes collected for the 
different purposes in South Carolina. The whole of the State tax, in round num- 
bers, is $629,000. The proceeds of the county taxes are about 3800,000, making a 
total of itearly $1,500,000. The proceeds of the school and poll taxes, according 
to the last returns of the comptroller-general, were $465,000. In other words, the 
school tax of South Carolina is about one-third of all the other taxes that are 
collected in the State. The assessed school tax was $465,000. Of course the act- 
ual amount collected was a little less than that, being about ^125,000, because 
there were a good many delinquent taxes. 

In addition to this the State now makes an appropriation of $24,000 for the Uni- 
versity of South Carolhia. That university has two branches, the old South 
Carolina College at Columbia, for the w^hites, and the Claflin College at Orange- 
burg, for the colored. The Claflin College is partly supported from benefactions 
by benevolent persons at the North; but these two institutions for the higher 
education of white and colored are maintained by the State at an annual cost 
of about $24,000. In both these Institutions instruction is free ; no charge what- 
ever is made for tuition. Xn the Claflin school at Orangeburg we have a normal 



department for teachers, which is each year turning out successive bodies of 
skilled and trained teachers, who are doing estimable work for the colored. In 
addition to this the State has recently rhade provision for the re-establishment 
of its military academy, appropriating $15,000 this year for that purpose. In this 
military academy there will be supported now, as before the war, two cadets from 
each county, who pay nothing whatever. They are supported in full by the State, 
and they are required to teach two years in the public schools of the State after 
their graduation. There will be another class of young men in the institution 
known as pay cadets, who will pay moderate tutition for theujselves, and will 
not be required to render any service. They will pay their way through the 
institution. Besides that we have the normal institute, supported by the State^ 
this year an appropriation of $1,500 having been made for that purpose. 

You will observe, therefore, gentlemen, that we are appropriating now about 
$465,000 for elementary education in South Carolina and a little over $40,000 for 
higher education, making a total of more than half a million dollars which South 
Carolina is devoting to this purpose, with an assessed valuation of property of 
but $138,000,000. 

I should like to call the attention of the committee to another comparison. 
The whole expense of the State government of South Carolina for the last year, 
inclusive of interest on the public debt, was $238,575. The expenses for the 
maintenance of the charitable institutions, there being but two, an asylum for 
the insane, and one for the deaf and dumb, were $116,164. Therefore the expense 
of public schools and of charitable institutions was $581,164. For these purposes 
South Carolina appropriates two and a half times as much as she does for the 
whole expenses of her State government. For public schools alone she appro- 
priates twice as much as she does for all the expenses of the State government. 
I mention these facts in support of the position which I take that the State is 
doing all sbJ3 can for the maintenance of her public schools. 

I now desire to call the attention of the committee to the second point I make, 
which is that the State of South Carolina is unable because of her impoverished 
condition to give proper instruction to all classes of her people. The scholastic 
population of the State— children between 10 and 16 years of age— as made by 
the returns of the county school commissioners in 1875 (I have been unable to 
get the returns of the census, which are more accurate, and I doubt not will 
show even larger figures than these) was, whites 85.678, colored 152,293, making 
a total of 237,971 children. The school attendance in South Carolina for the 
year 1S80-'81 was, whites 61,339, colored 12,119, making a total of 73,458 at the 
public schools. The expenditure per capita of school population is $1.95, the ex- 
penditure per capita of school attendance $3.50. I call the attention of the com- 
mittee to the fact that while these schools are free and open to all, and no dis- 
tinction is made on account of race or color, according to these returns (which 
are inaccurate, because I believe they are below the truth), we have 100,000 chil- 
dren in the State of South Carolina whom we are unable to educate for the want 
of larger means. The number of public schools in the State last yearwas 3,057, 
the number of white teachers 2,026, the number of colored teachers 1,223, making 
the total number of teachers 3,249. 

Taking the illiteracy of South Carolina shown by the return of the last census, 
which I had an opportunity of observing last night, the ratio of white illiterates 
to the whole population is 7.77 per cent. ; the ratio of colored illiteracy to the 
whole population is 33.09. I maintain that as far as controlling the white illiteracy 
in the State is concerned. South Carolina is able, ready, and willing to control 
it ; and that she is equally ready and willing to control the colored illiteracy, but 
that it is beyond her power to do so. It is from this class of our citizens, a class 
to whom I claim that the State government of South Carolina in all its depart- 
ments has done full and ample Justice, that the trouble comes. I believe I speak 
the sentiment of the majority of the people of the State when I say that we in 
South Carolina feel that the safety and prosperity of the State depend upon the 
education of that class of our citizens. I need not speak to you, gentlemen of 
the committee, of the limited opportunities that the colored people have had 
heretofore for education, but you know that the absolute need for it now is such 
that if the United States Government does not hold out a helping hand to us at 
this time we shall continue to send forth each year illiterate voters by thousands. 
Bear in mind, gentlemen, that one generation of these people has grown up 
without the opportunities of education. This generation has got now the fathers 
and mothers of another generation coming along. It is a well-established fact, 
a principle recognized by all, that to appreciate education is a consequence of 
education itself. It is necessary, therefore, for the State and for the General Gov- 
ernment to come to the front at this time, and to make South Carolina and other 
Southern States what I believe the people of those States desire that they shall 
be, thoroughly educated. 

I will call the attention of the committee to the fact that there are now in the 
Southern States about 5,000,000 children ready and needing the opportunities 
or education. The expenditures of the Southern States under this head are 
about $7,000,000; butlittle more than a dollar ahead. It would take at the lowest 
calculation $30,000,000 to furnish the opportunities of education to our children 
in the South. Gentlemen, I say, as one knowing the spirit of the people and 
knowing their limited resources, that we have not the means to furnish this 
education. 

I do not propose to detain the committee withany argument as to the rightof 
the General Government to furnish the means for which we ask. I desire t<i say 
for my State, and I am sure that I speak the sentiment of other States, that we 
do not come hereas mendicants in this matter. We do not come here asking for 
charity. We have put our own shoulders to the wheel ; we are using nil the 
efforts in our power, and we simply ask of this great Government that-it will 
come to our aid now in the time of our great necessity, because if this aid is 
withheld now, if it is not granted now, as I have shown, there are thousandsof 
children whom we are unable to educate, and who need this assistance at this 
very moment, who will not be educated. 

I was told this morning, since I entered this room, by a gentleman to whom I 
was introduced, that South Carolina always liked to be in the front. As of old. 
South Carolina wants to be in the front in the matter of public education. It is 
for that reason we have come here, because we have not the means, as I have 
stated, to furnish this education ourselves. I believe it is but a few moments 
ago when some gentlemen frotn this side were called before a committee of the 
House of Representatives of Congress with regard to the deepening of the har- 
bor at Charleston and the improvement of that harbor. That great work is 
now going on under the charge of a distinguished engineer, a distinguished sol- 
dier, whose duty it was during the war to leave more imperishable marks upon 
the city of Charleston. He is there now in the quiet pursuits of peace, deepen- 
ing that harbor, and giving to South Carolina an outlet for her trade and her 
commerce which she has so long needed; but, gentlemen, there is a need that 
South Carolina has not second even to the deepening of the hailsor of her great 
metropolis. Great as are her resources, wonderful as her power is when fully 
developed, the true source of her strength and of her power is in the brains af 
her peoole. It is for that purpose we are here to ask the Government to give 
her the "means of developing the brains of her people, and we do ask that wo 
may have an opportunity of coming to the front and staying there, as one of tho 
States of the Union, contributing our share to the civilization and the progress 
of this great country, and making South Carolina as one of the States of the 
Union, contribute her quota to makethe peopleof this whole country once more 
free, prosperous, happy, and united. 

I call the attention of the Senate to these particulars becaiise they 
demonstrate that on the part of the State of South Carolina thttteisieaUy 



20 



NATIONAL AID TO COMMON SCHOOLS. 



being a very earnest and energetic effort made to educate the children of 
the State so far as can be done with the available revenues. I call spe- 
cial attention to the following statement made by Hon. J. li. Smart, 
then and for many years superiuteudeut of public instruction of the State 
of Indiana, as that of one of the most distinguished educators of the 
country, and a Northern man whose associations have been such as to 
make him a conservative and reliable observer. I am proud to claim 
him as a son of New Hampshire. 

ADDRESS OP J. H. SMART. 

Mr. Dickinson. I now present a gentleman eminent as an educator, a friend, 
of education, who is hereto represent the North. I refer to Hon. J. H. Smart, of 
Indiana, and I will say before Im coniinriKi'^ (li;it Mr. Smart presided two years 
ago at the meeting of the NalionMl r. ,i,!hi s" \--.<i('iation which met at Atlanta. 
and he knows well the spirit "( i h.' propli <>i i li;il country. 

Mr.SaiART. Mr. Chairman ail. 1 -mi I. m. n -.1 i In- committee. I shall detain you 
just long enough to state a f;tct and lo cxpi u^s an opinion, a faet in reference to 
the need of the South, and an opinion in reference to their willingness to do what 
they can. 

It has been my fortune to bo able to make several visits to a number of the Sou Ih- 
ern Slates, and on one of these, taken last summer, I was driven from one of the 
popular summer resorts in llie Slate of Georgia to the rail way station, a distance 
of about IS miles — a road frequently traveled, because this smnmer resort was 
largely visited by Soutlicrn pioiile— by a negro who owned his own team, letting 
it to the hotel pmiirietdr-^and his (vwn F.irv ices dui-Jng the summer months. lie 
informed mr thai lie nwti.M a hiile h. his,- and a small amount of Iftud; that he 
rente' I tin y an. < :iii.l 1 i.uihI I liai he I^nrw a good deal about the condition of 
tliin-^s ill hi- ii> ahi\'. 1 ha\ !■ lalkrtl \\ itli several hundred negroes in the South 
as oceasion oileied.and i want, to tell you some of the answers this driver gave 
to some of my questiuns on tliis ride. 

This man was thirty-two years of age, and he told me that he had tried to learn ; 
that there was a school within a reasonable distance, and that he had attended 
that school ; hut he confessed that he had not been able to learn very uiuch. He 
was a man of more than ordinary intelligence for one in hiscondition. lasked 
him if he knew the name of the President of the United States, and he said that 
he did not. I asked him if he knew the name of the governor of his State; he 
said that he did not. I asked him if he had voted for the Presidentof the United 
States at the recent election ; he said that he did vote. " Can you tell me for 
whom you voted?" "No, sir; I cannot; I don't recollect." "Do you know 
anything about England?" "Yes, sir; I have heard something about 72ngland." 
"Is it in the United States?" "I do not know." "Is France in the United 
States?" "I can't tell you; I think it Is." "Did vou ever hear of Governor 
Colquitt?" "Oh, yes; I think I voted for him. Is he the man you spoke of a 
moment ago?" "No, he is not the President of the United States." "Did you 
ever hear of Garfield?" "Oh, yes; he was hurt, wasn't he; he was shot, wasn't 
he?" "Is not that the man you voted for?" "Yes," he thought it was. 

Now, this man, unable to read his ballot, is not a subject whose duty it is to 
obey, the sum of whose political duties is found in the word obedience, but he is 
a sovereign, and the ballot is put into his hands. It has been put there by the 
national Congress. That man makes the lawthat governsme. Fortypercent., 
as I am informed by Dr. Orr, of the voting population of this State are illiter- 
ates, there being 80,000 of them. 

I related this incident to a number of Southern superintendents a while ago, 
and I was told that it was a typical ease, much to my astonishment, and that 
what I found here with this negro was to be found in thousands of cases in the 
other States. I believe that the State of Georgia is in danger, and not only the 
State of Georgia, but the State of Indiana, from this state of affairs — in more 
danger than if one hundred thousand men were to land on the coast of Georgia 
to-day fully armed and equipped for war, and that the State of Indiana will 
Buffer from this condition of affairs. 

Now, I want to express the opinion that the Southern people are willing to do all 
they can to cure thisgreat evil and remove this greatwrong,and, so faras Ihave 
observed, the work that has been done, under existing circumstances, has been a 
marvelous work. The Southern i>eople have made a heroic effort, certainly in 
three or four Slates that I have visited, to do the best thatcould be done for these 
colored people. I want to say that throughout the length and breadth of the 
Southern States, without one exception, the colored people are given the same 
advantages that the white people are given. No distinction whatever is made; 
and, so tar as I wiis able to find out, there is an almost unanimous, certainly an 
overwhelming, sentiment in favor of educating the colored children equally 
with the white children. And I believe, from what I saw, that we are able to 
trust the existing State organizations represented by these gentlemen; we are 
able to trust them with whatever means we can appropriate, and I speak after 
Bume investigation and after deliberation. 

There is a pressing need, and these gentlemen have told you about it; there 
is no necessity for me to talk about it, but I want to express the feeling that I 
think exists in my own section of the country ; that this appropriation ought to 
bo made— not only for the protection of the people of the South, but for the pro- 
tection of the people of the North; that while we do not need it for our own iilit- 
erate-^, for we ought to be able to take care of them ourselves, we need it because 
we sutler from an ignorant ballot, and we see danger in it, so that we join our 
brethren from the South in asking Congress to make an adequate and speedy 
appropriation iu order that this great evil may be rooted out. 

Mr. M. A. Newell, then superintendent of public instruction for the 
State of Maryland, a very able gentleman, spoke as follows: 

Mr. Cliairman and gentlemen, I am not here to-day to make any special plea 
in behalf of Maryland. We think that in a snuxll way and in the course of time 
we shall be able to take care of our own people in the way of education. I am 
here to show that, so far as Maryland is concerned, we are in absolute accord 
with the gentlemen who have already addressed you. Wc InoJc upon ignorance 
not as a local but as a national question, and we euii'^i'ltr il a-- much or nearly 
as much of an evil to have ignorance in Florida ui ' h inuii n- it would be to 
have it in Maryland or Pennsylvania. Yet I think. Mv. ' h hi man, though you 
and the gentlemen of the committee have studied thisqiuNiiMn h.ng and deeply, 
you are hardly aware even now of the immense mass ol ignorunee that is press- 
ing upon us not only in the South but in the Middle States and in the North. I 
can hardly bring this more pointedly to your notice than l>y staling a few simple 
facts with regard to my own State. 

I have been at the head of the educational department of Maryland for four- 
teen years successively, and therefore I know all that I am going to say of mv 
personal knowledge. We spend every year a million and a half dollars fo'r 
common school education. We keep our schools open in most of our countic!^ 
ten months in the year, in none of them less than seven months and a half, and 
an average of nine months of every year. Our teachers are reasonably well 
paid; they are properly selected, and are doing their work as well as could be 
expected under the circumstances. All our surroundings are in favorof educa- 
tion. The people believe in it for themselves, and tliey believe in it for their 
neighbors. And yet. Mr. Chairman, after sixteen years of a uniform State sys- 
tem, well supported, tolerably well endowed, the laat eeuaus reports 134,000 
ilUterat«0 iu the little State of Maryland. 



Now, sir, the argument is, a fortiori, if, after sixteen years of hard and honest 
work, we have not been able to wash out this black stain of ignorance, what 
chance have our friends in South Carolina and in Georgia and in Florida to deal 
with theirs? 

Mr. Chairman, I am old-fashioned enough to think still that the State ought 
to do nothing that the private individual can do as well, and I am willing to 
carry it further, and lo say that the National Government should do nothing 
that the State Government can do as well; but all history and ail experience 
prove to us that the individual is not able to educate his children ; he has never 
done it in the history of the world ; the State must come in and aid him in the 
work; and I think we have proved abundantly that in our Southern States, at 
all events, the State is not able to do the work of education. Therefore, I say it 
is the duty and the privilege of the National Government to come in and help 
the States to do that which they are willing but are not able to do. 

The above statement from the efficient superintendent of Maryland 
demonstrates not only the necessities of his own and other States, but 
the further fact that even with the prolonged school year an immense 
outlay is required to increase the accommodations that the surplus 
school population now not reached at all may be brought in. 

Hon. D. F. DeWolf, superintendent for Ohio, spoke thus for Ohio and 
the central Western States: 

Ml-. DeWolf. Gentlemen, there is one point that I should like to speak of fop 
the State of Ohio, and I think lor the central and Western States. I have min- 
gled with these people for forty years; was with them during the great strug- 
gle that resulted in the reconstruction, so willed, of the Southern States, Those 
States were a party to the doctrines that were embodied in that reconstruction 
when they united in imposing on the Southern Slates a large body of voters. 
They took the responsibility of imposing upon that section of the country and 
upon the United States a large body of voters. I do not know but that tliey did 
wisely, and I do not know but that they think they did wisely, but they think 
they assumed verj' great responsibilities, and I think they are ready now to con- 
sider those responsibilities, and to take what action may be necessary to meet 
those responsibilities. 

Rev. Dr. A. D. Mayo, of Massachusetts, who is as well informed upon 
this subject as any man living, next addressed the committee. Dr. 
Mayo is well known throughout the country. His views have been ex- 
pressed on many occasions, and they are those probably of the largest 
and perhaps the most accurate observer in the Northern States upon 
this matter of the school condition of the people of the South. 

Rev. Dr. Mayo. Gentlemen of the committee: I suppose my brethren have 
asked me to say a word to you because for the last two years I have spent my 
whole time during the school year in visiting the schoolsof twelve of the South- 
ern States, from Virginia to Texas, inclusive. During this time I have had the 
most ample opportunities afforded me by the State authorities, by teachers, by 
citizens, by pupils, by people of every class to ascei'tain the condition of educa- 
tional affairs in that portion of the country, and I feel that I am in a condition 
to form intelligent opinions in regard to the several matters that will come be- 
fore you in this consultation. Of course time will not permit me to give the data 
or the reasons for conclusions whiehl may express to you, but ever since I began 
this work—and I would say that previous to that I had no personal knowledge 
of affairs in the South, and never went through the South until two years ago^ 
several conclusions have forced themselves constantly upon my attention. 

In the first place, I am fully prepared to indorse that emphatic declaration of 
Dr. Curry, who perhaps better than any Southern man understands the educa- 
tional condition of the South, when he says that the illiteracy of the Southern 
States is absolutely appalling. By this I do not wish to say that the leading classes 
of the Southern States are an ignorant people. I find them there a very culti- 
vated people; I find a people equal to any people in the world; I find as a class 
the white people of the South are fully up to the people of any State in t lie Union 
in natural capacity and force; but the condition of illiteracy which existsseems 
to me absolutely appalling. And one little point I wish to call your allention to 
liere: Not only is this illiteracy confined to the colored people and the poor 
white people, but there is great danger, unless something can be done soon, that 
great numbers of the children of the better classes of white people in the South 
wUl be plunged into illiteracy. 

No class in the South suffered so much from the effects of the war as the re- 
spectable leading class of white people in the South, and to-day there are hun- 
dredsof thousandsof boys and girls grow^ing up through all the Southern States,, 
the sons and daughters of the leading people of those States, who, unless some- 
thing can be done very soon, will he doomed to grow up in ignorance. Perhaps 
the most pitiful thing that can happen to any State is that it should lose what it 
has gained. While the blacks and the poorer whites are really better off in ed- 
ucational affairs than ever before, the children of tlie better classes of people are 
aI)solutely worse off than they ever were before. 

Now, to meet this condition of illiteracy it seems to me utterly idle to speak of 
.anything but a system of thorough elementary education afforded by the State. 
No ehurcli system of schools, no private system of schools can meet the exigency. 
There must be a system of elementary education, which includes the training of 
teachers, proper school-houses, and everything of this kind, in order to meet 
this great want. 

Another matter has forced itself very constantly on my attention, which has 
been alluded to before, which istTiis:I am pretty well acquainted with the con- 
dition of education in our country and in other countries, and I have no hesita- 
tion in announcing to you, gentlemen, my conviction that never within ten 
years in the history of the world has an efiort so great, so persistent, and so ab- 
swliii.ly 111 ruic been made by any people for the education of the children as by 
111. 1' .liilim I hissof the people in our Southern States. 

I'l Ml III ;iil\ , within ten years every one of these Southern States has put on its 
siMiiitc-luM.lc a system of public schools; practically, within this time every dis- 
irit-L ol country in the South has received something that can be called a school. 
This school public, as we may call it. consisting of State oflicials, of school offi- 
cers, of superior teachers, of thoughtful people all over the South, is to my miiiil 
tlu; most forcible, the most persistent, the most devoted school public now in 
any part of tin- world. There is no bodv of superior teachers doing so much 
work for so little i)avandundcrsuchgreatdisadvantagesa3 in the South to-day. 
TluTi^ is no minoritvof people working so hard to overcome this terrible ealam- 
itv of illiteracy anywhere in the world to-day as in the South. I give this as 
tlie deliberate result of two years of observation in twelve States. 

Once more, gentlemen, it seems to me that in building up this system of ele- 
mentary education our Southern people have come almost to a halt. For the last 
ten years the school public has been working in every conceival>le way to bring 
thi:M(inli-n ,>f the people to this matter, and I believe to-day that the praetica- 
I '. mil 1.11 I \:ition is about reached. We may say ideally and abstractly that 
lin -.. iiIm 111 1 people can give more than they do for education ; but practically, 
lMMi;:ii- :ii iiirin as WO look at every people in the world, I believe that the limit 
isreaehed. And what is the condition in which we find things there to-day? Per- 
haps s^lU.OOO.OUU is expended through these States of the South for elementary 
education, and there seems to bejuataboul money enough to puton thegrounda 
sj'stcm of schools which, while it is an iuipro vemeut to the negro and to the poor 



NATIONAL AID TO COMMON SCHOOLS. 



21 



■tthite man, is profoundly unsatisfactory and insufBcient for the leading: class of 
the "white population of the South ; in other words the introduction of the pub- 
lic-school system has broken down the old-fashioned system of education by 
which the white people obtained their help, and has introduced an inefficient 
system, so that a multitude of these people really have no good place to educate 
their children. 

Let me illustrate the state of things : Here is a town or a district that has a 
thousand dollars, all told, for school purposes; w^ith that thousand dollars that 
district can establish an insufficient school for three or four months in the year, 
with an inexperienced teacher, in an insufficient school-house ; a school which is 
not satisfactory !to the best people, which can not do the work that should be done. 
That is the course of things all over the Southern States, in cities, in country, 
towns,andin the country districts, and thecrying want throng-hall that country 
is that what these people now have shall be supplemented by enough to put a 
good school system at once on the ground. 

We must remember, gentlemen, that nine men out of ten in the South never 
saw what we call a good public elementary school. The thing that is necessary 
is to put for one year, for two years, for three years, in every district through 
that country a school that will be a fair representative of a public school, that 
the people can see it; and once having seen it and enjoyed its benefits they never 
will give it up again. Now, it is utterly impossible for the average school au- 
thority to get the money to put such a school on the ground. Give to that m,an 
another §500, another $1,000, and at once, without wearing himself out with im- 
portunity, he can put on the ground the school that the people need ; a school 
that, instead of being a school that satisfied nobody, is a school that satisfies 
everybody ; and once having seen that school for one year, for two years, for 
five years, for ten years, that people will be stimulated to great exertions and 
will never give it up. 

Let me illustrate this by one spectacle which I saw w^hich ^vill put you in full 
possession of this point. The little city of Goldsborough, N, C.has about four 
thousand people. Up to a year ago that city had no school in it which was sat- 
isfactory to any portion of the white inhabitants of the city ; it had a poorpublie 
colored school under the county authorities. 

Six months ago a few of the enterprising citizens of that city were able to put 
into operation a thorough white graded school. By the aid of tlie Peabody fund 
they were able to secure an expert for a teacher, so that school took all the chil- 
dren in the tow^n. Four hundred children were put into a good school-house, 
graded and organized ; over them was put an expert teacher, and at once it was 
shown to everybodyin that town what could be done with a good graded school. 
I visited that town one day, and it was like going to a town that was under the 
effect of a religious revival ; everybody was in a state of delightful excitement ; 
everybody was asking me to see the school ; people were coming from all parts 
of the country to see it, and just because the agent of the Peabody fund could 
come in with his thousand dollars and give to that school the expert which 
made it what it was. The battle w^as won, the thing w^as done, everybody was 
satisfied, and the whole region around about was being instructed and brought 
up to that work. 

Such schools in county towns mean good schools in the country districts. 
What we ask of you, gentlemen, is to give to these school authorities everywhere 
through the South money enough to supplement what they are now doing ; so 
instead of an insufficient school, as they have now, they can put on the ground 
at once a good school, which will satisfy the people, which will confirm them in 
their desire to sustain education, and which will give them a fair understanding 
of the benefits of the institution. 

Now, gentlemen, just one word more and I am done. I fully concur from my 
observation in all that has been said on several points. First, the South needs 
this money at once. It is an urgent case. Are you aware, gentlemen, that the 
average school life, reckoned by months, of the average boy east of the AUegha- 
nies is four years ; the average school life of the Western boy, reckoned by 
months, is three years ; the average school life of the w^hite and colored school 
boy in the South is less than two years; the average school life of the average 
Southern boy is not one year ? 

This is the turnpike gate through w^hich these children are streaming, and 
while you are debating and consulting on the feasibility of difi'erent methods, 
generation after generation, you may say, are streaming through. 

What is to be done should be done at once to meet the great demand of the 
present. 

In the next place, money enough ought to be given to do the work at once. 
If the roof of your house is on fire and you are obliged to put it out by carrying 
water in buckets it does no sort of good to have a ladder that reaches to the sec- 
ond-story window. You are just as badly off as if you had no ladder. What 
you want is a ladder that reaches to the roof, that will take you up where the 
danger is. The school system of the South to-day does not reach the full mag- 
nitude of the difficulty. Give enough at once to enable the school authorities to 
put a good school on the ground everywhere, and the difficulty is met. 

One thing more, gentlemen. I am acquainted w^ith the State superintendent 
of instruction, I believe, in every Southern State. I am acquainted with the 
State school board, I think, of every Southern State but two or three. I have 
studied with great care in the records of all those offices their methods of distri- 
bution of money. I believe there is no set of men inthis country who are hand- 
ling a moderate amount of money with greater economy, with greater fidelity 
than these gentlemen. It seems to me it would be a great mistake in distribut- 
ing such funds as you give to putintoeach of these States a dual administration. 
If that should be done, I believe that at once S100,00D or S200,000 of money would 
be thrown away, virtually, for supervision. I believe if there is any set of men 
in this country that can be trusted toadministerafund of :$10,000,000 or $15,000,000 
in thirteen or fourteen States with fidelity it is the school authorities of those 
States, and therefore it seems to me that this money should go directly to the 
children through the accustomed channels, of coui-se being guarded by all proper 
safeguards in the central power. 

Among the cities of the South, no city has done so much as the city of Charles- 
ton. I know all those cities. No city has done so much with so little help as the 
city of Charleston. We have to-day two representative men with us. We have 
the mayor of Charleston, who represents what has been done in that city. We 
have, in another citizen of Charleston, a young gentleman who is a fine repre- 
sentative of the kind of young school men that we must rely on to do this work 
through the country. If your time and patience will permit, it will give me 
great pleasure to introduce to you the mayor of Charleston, Mr. William A. 
Courtenay. 

Alayor Courtenay spoke as follows: 

Mr. CoTjETENAT-. Mr. Chairman and gentlemen, having in view the great 
pressure upon your time, I can best show my appreciation of the honor you 
have done my city by limiting what I have to say to a very brief statement of 
facts. 

I will say that about twenty-five years ago we commenced in Charleston the 
system of public schools which w^as then being spread over the country. There 
w^ere in 1860, four large, substantial brick school buildings of modern construc- 
tion, calculated to seat comfortably eight hundred pupils each, which in the 
then condition of our affairs w^as ample for the children that were then being 
educated. One of these buildings was destroyed by the fire of 1S61, so that when 
we resumed our school work in 1865 or 1866 we had three school buildings with 
an average capacity of eight hundred seats, and we took the Shaw Memorial 
School into our public-school system, which had been erected in 1865, making 



the same number of school-houses and about the same number of comfortable 
sittings. AVe have made an equal division of those school-houses — two are for 
white children and two are for colored children — and there in the Morris street 
school {which is the largest colored school we have) eiglateen hundred children 
packed into accommodations intended for eight hundred. 

That is our school situation to-day. We have been for five years levy ing asmall 
tax, and a new school building will be completed this year which will somewhat 
relieve the pressure, but we need really two or three more commodious buildings 
for school purposes, which we shall build in time when we can raise the money. 

Now, gentlemen, in addition to the tax which is common all over the State 
of South Carolina, a constitutional tax of two mills, Charleston has paid during 
these last fifteen years an additional tax of fx-om one to one and a half mills for 
the purpose of giving accommodations such as we have to give in these very 
crowded school-houses to a portion of the children of the city. I need not tell 
3'ou that what was intended to accommodate 3,000 children will not accommodate 
6,000, and that although there are over 4,000 children crowded into the schools, 
there are children who can not get a place inside the school-house to stand or sit, 
and are, therefore, not being educated. We have a very large city debt, and we 
have a large amount of charities to distribute every year, orphan houses and 
hospitals; the expenses of the citygovernment are very nearly as much as those 
of the State; we have reached the limit of taxation; and we look naturally to 
the United States Government to come to the assistance of the city, the State, 
the South, and the country generally in illiteracy, and make some provision by 
which this great trouble can be cured. 

I made a rough calculation hastily this morning without the data to make It 
accurate; but I assert herethattheeity of Charleston has paid for education over 
and above the State taxation since the close of the war somewhere between four 
and five hundred thousand dollars, and we will continue to do the best we can 
under any circumstances. But in view of the great burdens which are pressing 
upon us in many ways, because of the want of improvements in our city, and our 
great charities, which take from fifty to seventy thousand dollars a year — nearly 
10 percent, of the whole income — wefeelthat we can with some confidence come 
here and express our opinion in common with all other sections of the country 
for material and important aid. 

If the gentlemen of the committee will be kind enough, I should like my friend 
Mr. Bryan to occupy the remainder of my time. 

]\Ir. Bryan is a young, cnltivated, and highly intellectual man, and 
seemed to be the embodiment of the better time vphich is to be. His 
remarks profoundly impressed the committee. He was an eloquent, 
vigorous young man, I suppose a truly representative man of the rising 
life of the Southern portion of our country. No man ever made a 
stronger, more vigorous, and more pathetic appeal for aid or for assist- 
ance of any description than did this young gentleman of great ability 
from Charleston, S. C. Any Senator who will read that and vote against 
this bill is less of a Senator than I think. 

Mr. Obr. Mr. J. p. Kennedy Bryan is a young gentleman who has been re- 
ferred to, the son of the United States district judge for South Carolina. 

The Chaikman. We shall be happy to hear Mr. Bryan, 

Mr. Bryak. Mr. Chairman, I would hardly deem it in this presence, with so 
much gathered wisdom and experience, proper for me to be heard here, were It 
not that the subject-matter which the committee is now considering is one that 
appeals and has appealed to meforyears, young as I am, and one that is, I think, 
the first in the mind and the heart of the youth of the South. The burden of this 
question, the shoulders upon whom it is to fall, are those of the youth of that 
Southern country, who now wish to control its destinies and who now, for weal 
or for woe, await the decision here at this Capitol. 

After what has been said by my friend Dr. Mayo, after what has been said by 
gentlemen from Massachusetts and from Indiana, after what has been said with 
regard to the State at large by my firend Colonel Thompson, I need hardly speak ; 
and I would not speak but that I think by giving you a pictorial image of the 
city of Charleston in facts and figures, that concrete thing. I can show you that 
even municipal aid added to State aid, with all the agencies of private education, 
in an old community and aid coming from the city that doubles the State aid, 
still we stand appalled before a tide that we can not meet nor control. It is only 
because the city of Charleston is a representative community of the South and 
expresses the conditions of all those States, and in a more favorable way than 
the country districts, that I will give you the facts and the figures relatingto that 
community, because those facta and figures will bring home the question in its 
reality and show really what is our necessity and our danger. 

That city is more favored because it has in it the seeds of a cultured society ; 
it has in it men of mighty powers from the past, and those men are there, and 
they think, and they feel, and they see what is upon us. It has in it not only 
that, but men who have a sense of duty and men who have conscientiously 
risen to all the burdens of this occasion. 

Why, gentlemen, in 1860 the city of Charleston had an educational plan greater 
than any Southern city. It had a system of public schools in w^hich there were 
four thousand white children, besides large private schools, w^liich fully met all 
the demands of that city . To-day it has that same educational plan, and in those 
schools are four thousand children, tw^o thousand w^hite and two thousand col- 
ored. There is an equal division of the school facilities. To do that, the city of 
Charleston has to add to what the State revenue is for schools justas much again. 
It pays this year S72,000 in a city of 50,000, in which there are 23,000 whites and 
27,(X)0 colored, the colored paying 3 per cent, of the tax. After we have raised 
the local tax, double what the State gives, we find that we only have four thou- 
sand children in the schools; that is, we only have in scliools what we had in 
1S60 of whites. More can not enter the schools ; they are packed. 

Gentlemen, the tax of a citizen of the city of Charleston to-day is 3.5 per cent, 
on every dollar of real and personal property. The city debt of the city of Charles- 
ton requires the levy of ten mills. Repudiation we can not go to. Tliere is 1 
per cent, levied in that city for the debt of the municipality. Then there is the 
State debt. With these heavy burdens, by the census and by the report of the 
superintendent of schools of the city of Boston, we pay on a ratio one-third more 
than the city of Boston pays for its whole system of education, primary and 
classical. We pay to-day one-third more than the city of Boston does in the face 
of a debt of five millions upon the city of Charleston, 

Gentlemen, when his honor the mayor came to the control of that city in the 
same spirit of zeal and in the same interest that he overlooked aU the depart- 
ments, we got at the facts and the figures, and he said it is the duty of the city, 
simply as a representative city of the South, and on behalf of all, to reveal to the 
country this terrible and appalling condition to say to them, here is a national 
calamity; it is common in its origin to the people of this country; it is equally 
common in its evils and in its effects. We thought, and the city of Charleston and 
all the men there think to-day, that the National Government alone can help 
us— not to do for us, but simply help us in that which we can not do. If the tax 
goes above 3.5 per cent, it is a dismemberment of society. We simply ask you 
to hold up our hands ; we simply ask you to roll back that tide. Where it will 
sweep we know not, and I. in all deference, do not think that all the wisdom 
here can tell us where it will sweep. We ask you, do not let it overwhelm us 
and you. We thought and were led to believe that that Government which, 
under the power of the Constitution, has the right to provide for the public d&- 



22 



NATIONAL AID TO COMMON SCHOOLS. 



fense referrltiff to the time of war (for surely that waa in tlie mind of the 
framers of tlie instrument) would come to our assistance in this time of ca- 
lamity. 

We were led to believe that that Government wliioh, when the crisis came 
from the Mississippi Viillcy under the most awful deluge of the hist five decailes, 
sent immediately and within a day aid to those people asking for bread. We 
were led to believe tlmt tlwit same Government, acting; on the same principle. 
would send to !i in.Mr liiiriurv IT. .|. I. ■, who, if unfed, the worse will be-the dis- 
aster, that brrad .iT II :il iiir wiii.'li ilu'v ask, We were led to believe tluit 

that Goveriuiii'iil w in. h, w In n jm --i ii. nrc si ruck this country, in one day raised 
tile means ami Milt lir.rnirii i .i\<rUii' huHt succor where small-pox or yelUiw 
fever struck, would send soin.' i . i iff \,> :i more awful pestilence that is workiug 
in the body-politie. We wori- h J b. )m lir\ e that that Government which, in its 
beneficence, lookinp: to the ^i n' i ,il wi !i;irc of the agricultural interests of this 
land, sends from this national irntcr ^o.nl seeds in order that the labor of the 
husbandman may prosper and that he may gather fruit and an abundant har- 
vest — that that same Government, on that same principle of general welfare, 
would give us not only good seed but some good seed to plant in this waste. 

Gentlemen, it is only because the city of Charleston furnishes you such an ex- 
ample, it is only because I think w^e feel it as an old community, and w^e know 
what this thing means and what is threatened all the time ; it is only because it 
is a representative city in that regard of all our Southern communities that I have 
spoken. 

I think. I feel, in fact I know, that it is in the mind and the heart of the assem- 
bled representatives here from tiiis land to help. I am sure we have not come and 
told our simple story in vain. We look for aid, and we expect it, and we trust that 
from that seed of national aid shall come great and abundant harvests that will 
overflow here in good government, in peace and prosperity years and years to 
come. 

Hon. B. G. Northrop, secretary of the board of education for Con- 
necticut, so well kuown for his life-long and very important services in 
the cause of education, in placing certain valuable statements before the 
committee urged an immediate appropriation. I read his remarks be- 
cause he is a New England man, and a representative man, as truly a 
representative of the opinions and feelings of educators in that portion 
of the country as any man can be. 

Dr. Dickinson. Mr. Chairman, I now present Hon. B. G. Northrop, secretary 
of the hoard of education of the Slate of Connecticut. 

Mr. Northrop. I desire to lay on your table, Mr, Cliainnan and gentlemen 
of the committee, a paper containing extracts froui the speech made at Atlanta 
by ex-Governor Brown on the eve of his election to the Senate, an extract from 
the speech of Robert C. Winthrop at the Yorktown celebration, and in full a 
speech of Rev. Dr. Curry, bearing all entirely on this subject. And while I am 
up may I sny that this is not a new measure, but when friends of the measure 
have pressed it before members of Congress in former years the objection has 
been "You can not foree schools on any community; schools must answer to 
local public sentiment, and that publiesentiment doesnotexist." That was the 
former argument. Now I say in addition to the proofs presented by gentle- 
men from the South as to the interest, you have in that paper, I think, a most 
remarkable demonstration of the interest taken, by the fact that ex-Governor 
Brown should make such a speech on the eve of his election, and it is a more 
remarkable fact that on the basis of that speech advocating tliis measure, advo- 
cating free public schools for all classes, he should be elected to the Senate of 
the United States by so large a majority. It demonstrates the new era in the 
South. I think that if the plan of giving S15,000,000 for this object is carried out 
now it will be worth more than §20,000,000 will be twenty years hence. The case 
is urgont; the need is immediate. 

* ^ ^ » * * # 

I must say that this measure, I am confident, will suit the North as w^ell as the 
South. I have in this paper I have handed you printed the sentiment expressed 
by the Connecticut State board of education most heartily, and also other expres- 
sions of Northern sentiment; and may Imention in the briefest form one other 
fact showing the great change that has occurred w^ithin the past year ? This sub- 
ject was advocated ably before our association at its meeting in New York, one 
year agOj by ex-Senator Patterson, now the superintendent of education in New 
Hampshire. He advocated then that the money should be distributed by a large 
number of Federal ofhcers in all the States. That met but one dissent at that 
meeting a year ago; that is to say. a majority of this association seemed to favor 
his plan, but one objecting. At this meeting every member of the association 
has expressed his views in favor of the plan of distributing the money through 
existing local olKcers. We are a unit on that point. 

The resolution of the Connecticut State board of education referred 
to is as follows: 

Kesolved, That in view of the necessity of education to the perpetuity of free 
institutions, :ind oftli.' -icat and disproportionate burden whicli adequate pro- 
vision for uni\ rr--;il .-.in. itiun would impose on some of the Southern States, 
this assoeiati'>Ti f::].v.-^-.,'s its conviction that it is the imperative dutyofthe 
National Go\(t;iiih nt (r. extend to those States in which the burden and the 
danger of illiteracy arc greatest such pecuniary aid as shall enable them to pro- 
vide that all the children and youth within their borders shall receive at least 
an elementary education. 

The State board of education has formally expressed "its hearty approval of 
the sentiments of the above resolution, and its earnest hope that the influence 
of Connecticut in the National Congress and elsewhere may be exerted in favor 
of the adoption of some equitable and efficient means for the accomplishment of 
the end proposed." 

The following letter is in reply to one addressed to Colonel Rogers, 
superintendent of public schools of New Orleans, by myself, in which, 
mentioning the fact that Br. Bicknell, one of the most able, active, 
and earnest advocates of national aid to public schools, had understood 
him to say that he should not know 'VN-hat to do with a large sum if he 
had it, and that it might be lost or stolen, I requested him to present 
his views in full for publication. I ask the Secretary to read his an- 
B(ver. He has given his life to this work in Louisiana. 

The Secretary read as follows: 

New Orleans, March 6, ISS-t. 

Dkar Sib : Your favor of the 3d instant is just to hand, and I hasten to reply- 

My friend Colonel Bieknell hag evidently mistaken my view.s in ngard to 
national aid for education. Ourconversation upon the subjVii \\.i- hi-in. nlnry 
and of a personal character. So far as I can recall thownii! : i ., , ihey 
had no reference to the main issue, but were incidental to a i i i in sub- 
ject, designed to show the necessity for a cautious, wel]-rr'<;N!;ii ( a, --.--h mMtic 
expenditure of a large sum of money in a large city where ?-(.li>iol atti'tMliuuie 
was voluntary, and where the object was to bring in the large class of children 
who are now beyond school influences. I certainly never intended to intimate. 
directly or indirectly, that if any port of thla national aid was to be expended 



'n Lioufsiana by our State and city authorities it would, by reason of such form 
of disbursement or indeed for aiiy cause, "be wasted or stolen." 

Officially I can only speak for New Orleans. In twenty-five years past con- 
nected with educational work in this city I can not be entirely ignorant of the 
condition of afl'airs in other jiarts of the State. 

For several years I have had a growing conviction that if we are to give pub- 
lic education to all classes of our educable population we must have outside aid 
fr<iiu some source. I believe that this is the opinion of the great majority of 
InTsons who are familiar with the situation. With those who are engaged in 
( ilu(':itioual work I know of no diiferenee of conclusion as to the necessity of aid. 
You are furnished with the statistics of illiteracy. It is not necessary to repeat 
them here. They are not mythical. Those who are engaged in the work of 
education know that illiteracy is a present factor, and that statistics simply re- 
veal how much is done or not done, and how insullicient are the means at our 
command. 

Our school population in New Orleans between 6 and 18 years of age ■was 
Gl,456 by census of 1880. For the year closing December 31, 1881, the whole num- 
ber of pupils enrolled in our public schools wits 24,401; average daily attend- 
ance, 14,566; average roll, 17,027. Our school population has increased, wliile 
school attendance has diminished. For the current year our total enrollment 
will not exceed 17,000, and our average attendance will fallshortof 13,000 pupils. 
Estimating the number of children in private and parochial schools in this city 
at 10,000, and the number over 12 years of age who are engaged in some in- 
dustrial pursuit at 10,000 — a large estimate— and there are about 3G.000 children 
and young persons of educable years who are not in any school, of whom about 
20.000 can not be accoimted for as either attending school or industriously em- 
ployed. We are confronted with the fact that instead of overtaking ignorance, 
as it exists among the young persons in our midst, ^ve are losing ground, and 
that to an alarming extent, since not only do we not keep pace withthein- 
erease in our population, but our school attendance has steadily declined. 

The chief cause of this decreased attendance arises from the insuflicieney of 
our school revenue. For the proper eare and instruction of an average roll of 
17,000 children, including cost of supervision, instruction, buildings, supplies, 
tfcc, we need an annual expenditure of S270,000. This implies a session of nine 
or ten months, necessary in a city system, yearly salaries of employes, &e. Our 
entire revenue, fx'om all sources, falls short of 3220,000. A constant pressure of 
financial restriction and curtailment naturally tends to contract the usefulness 
of the schools. Last year, 1883, our session w^as reduced from ten to seven 
months, all teachers having been discharged from service and the schools closed 
during three important school months. For several years past, the teachers 
have not been paid for two or three months of the year, and have held our 
school system together by their unrequited labors during that period. 

Mr. BLAIR. Mr. President, I challenge the history of the world to 
produce a fact more honorable to humanity than the noble self-devo- 
tion of this body of instructors of youth, or more disgraceful to a great 
people than the neglect of both State and nation vrhich rendered their 
self-sacrifice necessary. 

The Secretary read as follows : 

Notwithstanding the fact thattheeity of New Orleans has entered upon a pros- 
perous era, those who control its finances maintain that they are giving as much 
to education as can be spared from the general revenues. I do not propose to 
question the correctness of their statement or the wisdom of their pol icy. I only 
know that we do not get enough, and that those who make the appropriations 
say they can not give us more. I know also that it follows from this want of 
money that our schools are not doing all the work which they might otherwise 
do, and that more and more children are growing up inignoranceand idleness, 
with stronger inducements to immorality and vice. 

We have between three thousand and four thovisand colored children in our 
public schools. They share equally with the white children in the privileges of 
education. They are instructed by competent teachers, have good buildings, and 
their condition is as favorable to their progress asany other classof pupils. The 
city government has not been able, since the war, to increase the amount appro- 
priated in former years to one race only, and as the colored people pay but a 
small part of the cost of education, it follows that the colored pu pils i n the schools 
are mainly instructed at the expense of the w^hites, and that the children of the 
whites have been put on short allowance to make provision for the other class. 

T know^ of no feeling antagonistic to the education of the negro. On the con- 
trary, there is a growing opinion, so far as I can judge, in favor ofextending to that 
flass of our people the fullest and fairest opportunities. The kindly spirit which 
characterizes the relation of ttie two races in this city and State extends to their 
respective schools. There are no contentions or animosities. Teachers of 
equal grade are sent sometimes to the schools for colored pupils, or, again, to 
the w^hites, and I know of no hardship to wliicli the colored pupils are exposed, 
by means of insufficient fumls, in whioh the whites do not equally share. 

"We certainly do need aid for public education in the city of New Orleans, and 
if we had the money we could make good use of it. I believe if its distribution 
was intrusted to our State and city authorities it would be wisely expended for 
tlie equal benefit of all classes and conditions of our school population. 

The present system could be strengthened and enlarged. Additional schools 
could be opened in portions of the city where they are much needed. The city 
school board has had before it for some time pa.st applications from remote seo- 
tions of the city asking for school privileges where none exist for either white 
or black children. Nothing but the want of funds has prevented the board from 
complying with the requests. Even under our purely voluntary school attend- 
ance, I believe that several thousand pu {tils e<ni Id be at once, within three months, 
added to our school attendance if means could l>cprovidedfor their efficient sup- 
port, and I think it would follow therefiom that the usefulness and influence of 
the schools would steadily increase, so that we would be able to reduce the bulk 
of illiteracy by permanent progress in the intelliiicnce and virtue of all classes 
of society. 

So far as the condition of public education in Louisiana, outside of New Or^ 
leans, is concerned, it seems to me of e\iii _i > ^ i importance that we should 
have outside assistance if we propose tn m.i i - , , il ,uice in overtaking illiter- 
acy. The total school population of the SI 1 1 i :, : i. From the last published 
report of State Superintendent E. II. K:i\ , i In ii ' i [hImmio in all the public schools 
of the State, including the parish and eitv oi Uiioans, in ISSO, was: Whites, 
31,642; colored, 22,670; total, 54,312, or less than 20 per cent, of the school popu- 
lation. Outside of New Orleans, in 57 parishes, there were 819 schools with 
16,326whitechildrenand 17,075 colored children. The average salary of teachers 
was S25.62 per month. Six parishes reported, " No schools for want of funds." 
Nineteen parish boards report a session of 3 months or less. The aggregate of 
all months reported from all the parishes was 144. 

For 1881 there was an iii<.n;i.M- in the whites and a decrease in the num- 
ber of colored pupils. Tlic l.i--t T.I -i-lit iirr HS2 (we h.ive biennial sessions), 
appropriated one mill on (Ik- .1-11 )i i..i i iii>i:. < ilucation. Upon an assessed val- 
uation of the property of lli ■ Si i- i 'ihimihio, this would give, if all col- 
lected, 8200,000. Under the statr r,.ii-tii nihui and legislative enactments this 
school fund is charged with certain specilic appropriations aggregating about 
S'.io,000, all of which miist be paid betbre any sum can be given to free public 
schools. After these deductions and allowing for the non-eoUection of taxes, 
we estimate the amomit allowed for ii'ee publio education at about 31 cents per 



NATIONAL AID TO COMMON SCHOOLS. 



23 



capita on school population. The amount is too small, and we are looking to 
the next session of the Lef^islature, May next, for a more liberal policy. 

Nevertheless, we are not confident of any very great increase in our school 
appropriations. A constitutional amendment, to be voted by the people, may be 
necessary before there can be an efBcient school system for the State. The power 
to impose a local tax for education must be conferred upon parish authorities. 
At beat the relief must be partial. The relations of the capital and population 
of the two races are such that a system of public instruction which is intended 
to meet the wants of the entire educable population, and which shall be sustained 
by a revenue derived from the property of the State, is beyond all present pos- 
sibilities. Such a tax could never be imposed with the consent of the people. 
It could not be collected, if authorized, without breaking down every industry, 
and virtually confiscating the property of every planter and merchant in the 
State. To give six months' instruction to 200,000 young persons in the primary 
branches of a common-school education would require 5,000 teachers and an ex- 
penditure of a million dollars. 

The friends of education do not contemplate a scheme so impracticable. We 
know that time and patient effort are needed to build up any great enterprise. 
We think that it is possible to strengthen and enlarge our present system of 
public instruction, so that it may be put in the way of ultimately accomplishing 
the great objects which it contemplates. 

What would national aid do for Louisiana? 

It w^ould enable parish school boards to open schools where there are none no^v 
for want of funds. It would prolong the session of schools which are now kept 
open for one, two, or three months only. It would draw large numbers of chil- 
dren from idleness and ignorance to the school buildings, and it would enable 
school boards and other authorities to employ trained, competent teachers, w^lio 
should be paid reasonable salaries with a regularity and promptness which se- 
cures cheerful and skillful service. 

In rural parishes the services of young persons over 12 years of age are useful 
to the planter during several months of the year. From four to six months may 
be devoted to systematic school work, and if this should be continued only four 
or five years the seeds of a better life would be planted, and important results 
w^ould follow to the individual, to society, and to the country. In a well-con- 
ducted school there may be acquired, by the average child, white or colored, 
during the period named, ability to read and write; to understand and perform 
the ordinary examples of arithmetic as needed in common business transactions ; 
to know something of the geography and history of the country; to acquire 
habits of order and industry; to distinguish betvpeen right and wrong in the 
d uties of life, with such moral lessons as grow out of every well-regulated school- 
room. 

When opportunities for securing these results are within the reach of all 
classes — the poorest and lowest, as well as of the children of the more favox'ed 
classes — we may reasonably expect a useful, honorable, and an intelligent citi- 
zenship. 

Without education, we have unskilled labor, a discontented class of society, 
thriftless, heedless, with brutal passions and degrading vices, ready, when roused 
by fanaticism or demagogism, to hurl against the peace of society or the beat 
institutions of the country a compact and powerful voting minority which al- 
ready holds the balance of power between the two great political parties of the 
country. 

At no period in the history of Louisiana has there been manifested a greater 
interest in the subject of education than at the present time. This, I believe, is 
generally conceded by the legal public men of the State. The subject enters 
largely into the present political canvass. An educational society has been 
formed in New Orleans, ivhich already has a large membership of leading mer- 
chants and representatives of all trades and professions. Branch organizations 
have been established throughout the State. The fundamental principle of the 
society is free public education to all classes of children without distinction of 
race. We hope, by means of aroused public sentiment, to secure for public 
schools their full share of the resources of the State, but I imagine that the most 
sanguine friend of public education can not hope to materially change the tig- 
ures of illiteracy, now resting upon the good name and well-being of the State, 
w^ithout the use of more abundant means than can be now draw^n from the gov- 
ernment or the people of Louisiana in the present condition of public and pri- 
vate affairs. 

Asking to be excused for the length of this communication, I remain, dear sir, 
Yours, respectfully, 

WILLIAM O. ROGERS, 
8upeH7itendent Public Sclwola New Orleans. 

Hon. H. W. Blaie, 

United States Senate, 

Mr. BLAIR. On Saturday, February 16, 1884, a joint session of the 
Senate and House committees having in charge the subject of national 
aid to schools was held in the room of the Senate Committee on Educa- 
tion and Labor. 

Dr. Orr and a committee of the superintendents of public instruc- 
tion of the States, Dr. Thomas W. Blcknell, president of the National 
Educational Association; Professor Painter, and others, composing a 
committee of the department of superintendence of the jSTational Edu- 
cational Association, were present, and addressed the committee for 
four hours. 

The proceedings are published in Senate Miscellaneous Document 
No. 55, Forty-eighth Congress. 

I respectful ly refer the Senate to these addresses voicing the universal 
sentiment of all parts of the country, and coming from some of our 
ablest, best-informed, unselfish, and patriotic men, whose express busi- 
ness it is to know whereof they speak, deploring this all-pervading na- 
tional evil of popular ignorance, demonstrating the necessity of national 
aid, and beseeching, not to say demanding, as our first duty, its be- 
stowal as the only adequate source of relief. It is impossible to at- 
tempt even a synopsis here of what they said. 

Permit me here to add the memorial of the American Social Science 
Association, than which the opinion of no body of men whatever is 
more entitled to respect by the American Congress or the American 
people. 

American Social Sciencig Association, 

Boston^ December 28, 18S2. 
To the Senate and Souse of Representatives in Congress assemJiled : 

The American Social Science Association, impressed with the dangerinvolvcd 
in the existence of a larg:e number of illiterate voters in the population of this 
country, as revealed in the last census, for the proper enlightenment of -which 
class of voters many of the States are unable to make adequate provision, and 
believing thata Government resting on thesutfrage of the majority of the people 
can not preserve itself from, corrupt influence nor secure a high decree of civil 



freedom unless education Is generally diffused among all classed of voters; and 
further believing it to be within the constitutional power of Congress to provide 
in this manner for the safety of the Republic, and that the enfranchisement of 
the freedmen imposes an especial obligation upon the Government to qualify 
them for a safe discharge of the new duties devolved upon them, would ear- 
nestly pray that your honorable body will take prompt and efficient measures to 
avert these dangers ; that money raised from such sources as your honorable 
body may in its wisdom deem best shall be distributed, for a limited period, to 
the common schools of the States and Territories, on the basis of illiteracy, and 
in such manner as shall not supersede nor interfere with local efforts, but rather 
stimulate the same and render them more eiBcient ; said moneys to be distrib- 
uted under such guarantees as shall secure their appUcat ion totheobject herein 
named, with equal justice to all classes of citizens. 

Prepared by order of the American Social Science Association by the council 
of the Association. 

FRANCIS WATLAND, President 

Attest : 

F. B. SAJSTBORN, Secretary. 

These petitions are not gotten up in the way that petitions are gotten 
up for a new highway. They are signed by men whose signatures are 
meant to indicate responsibility. 

Rev. Br. Curry, the general agent of the trustees of the Peabody 
fund, whose services to the country in the discharge of a great trust 
have already fixed his rank high among its benefactors, has addressed 
a memorial to the Congress, which I take this means of placing more 
conspicuously before the Senate and the public. I am at a loss to com- 
prehend the motives which can refuse the necessary assistance to edu- 
cate the classes for whom Dr. Curry, in his representative and personal 
capacity, makes this argument and appeal. I ask the Secretary to 
read it. 

The Secretary read as follows: 
To the honorable the Senate and Hovse of Representatives 

of the United States in Congress assembled : 

Your petitioner, the general agent of the Peabody education fund, would re- 
spectfully represent : 

That in March, 1880, the trustees of the Peabody education fund submitted a 
memorial to Congress on "the vital necessity of national aid for the education of 
the colored population of the Southern States, and especially of the great masses 
of colored children, w^ho are growing up to be voters under the Constitution of 
the United States," They accompanied their memorial by a report which had 
been prepared by a committee of their body, consisting of Hon. Alexander H. 
H. Stuart, of Virginia, Chief-Justice Morrison R. Waite, of Ohio, and Hon. Will- 
iam M. Evarts, of New York. The attention of Congress is invited anew to that 
vei-y able and conclusive paper. Since the presentation of that memorial the 
subject of national aid has assumed larger proportions in the public mind and 
iu the public conscience. 

The census of 1880 exposes a fearful amount of illiteracy in the United States, 
As m.ight have been expected, for an obvious reason, thatilliteracy exists largely, 
disproportionately, in the lately slaveholding States. In ante bellum. days the 
negroes were not educated. Since the abolition of slavery — a fact which no sane 
man would undo — the South, although making patriotic and self-sacrificing 
eff^orts in that direction, has failed, as all familiar with her pecuniary condition 
could have foreseen, to provide universal education for her people. The history 
of our country, prolific in instances of exalted patriotism and ready adaptation 
to local and national exigencies, furnishes no exhibition of these virtues supe- 
rior to the attempt of the Southern States to meet the unfamiliar and difficult, 
l)ut cheerfully assumed, obligation of giving rudimentary instruction to all 
classes, irrespective "of race, color, or previous condition of servitude." The 
history of public schools in those States is a chapter of peculiar interest in the 
general history of our institutions and civilization. The ci-editduetoan impov- 
erished people, bravely struggling to do their part in the new and strange en- 
vironments, is shared by religious bodies and individual citizens of the North, 
who, comprehending the needs of the young, have generously and munificently 
contributed money to supply them with the means of education. Hard experi- 
ence has demonsti'ated the inability of the Southern States, unaided, to sustain 
the hea^'y burden of universal education. If illiteracy is to be removed, or pre- 
vented in the future, the States must receive liberal and prompt aid from the 
General Government. 

Tills aid should be rendered in co-operation with the school systems of the 
States. Those systems, varying in details, but generally copied from the systems 
which exist in the Northern States, are the outgrowth of the convictions of the 
people. Year by year they are being adapted to the wants and peculiarities of 
communities and States. Constitutions command free schools; statutes estab- 
lish and provide for them; State and local officers administer; State revenues 
are increasingly supplemented by local taxation. No organized opposition to 
public schools can be found; political parties are zealous to declare their pur- 
pose to sustain and perfect; press associations approve and newspapers give 
their valuable support; Legislatures invite educators and advocates of free 
schools to address them ; the people are willing and eager to be informed and 
to adopt inaproved methods of instruction and school management. With proba^ 
bly the m,ost extensive acquaintance with school officers in the South possessed 
by any man in the Union, acquired by personal intercourse w^ith them, I make 
bold to affirm that no departments of government have better qualified, mo re 
patriotic, more trustworthy, more enlightened administrators. What is needed 
for success in making education universal is not severe Federal supervision, 
subordination of State schools to central authority, but a well-guarded and ade- 
quate appropriation of public money. 

Of the extent of the illiteracy your honorable bodies, having ready access to the 
latest census returns and to careful compilations of school statistics, need not to 
be infoi'med. On the dangers of this illiteracy it would be superfluous to en- 
large. The basis of our free governments is intelligence and integrity. Free 
government presupposes intelligent self-government. The mere possession of 
power by the people is no assurance or guarantee of good government. Civil 
government can dispense with arbitrary restraints and with physical power ; 
can allow the possession and enjoyment of personal liberty just in so far as the 
citizens impose, voluntarily and intelligently, restraints upon themselves. Free 
governments, governments of the people and by the people, allowing and se- 
curing the largestmeasure of individual freedom, are compatibleonly with pop- 
ular education. It is idle to hope for free government or republican institutions 
apart from free schools. 

From the act of the Continental Congress on the 20th of May, 17S5, for the dis- 
position of the lands ceded by Virginia and the otherStates, to thepresenttime 
the United States is committed to the principle that "popular education is the 
only safe and stable basis for popular liberty " and to the policy of using Govern- 
ment property in aid of public schools. What was a privilege and duty iu the 
past has now^ become an imperative obligation. The general argument for Con- 
gressional intervention to remove or prevent illiteracy becomes stronger when 
applied to the negroes. As is stated in the report to which attention has been 
called, the production of the pen of an honored and venerable statesman of Vir- 



24 



NATIONAL AID TO COMMON SCHOOLS. 



Kin ia, they aro an " exceptional class of om- poiiulatlon , " and as such ha*e pecul- 
iar elniius on the justice and bounty of the Fctloral Government. 

Their ancestors dirt not come vi.l ii nlurily to this country seekinpr to better their 
condilion. iis come llio iniinis,-ruiils who by thiiusanda are now iloekins to our 
shores, 'l'lu->' w.T<- l>toii-lit I, >i , iiii\ .1-.-I i\-,-H aii.l were held as such prior to the 

Rcvuliilii.ri l>\' ihr \Mn. . iil l.i . 1 , i , I ii .11 of the ulotlicr couutry and undcr 

theaiutiontyofili. I,n\ -i.i ill I I -■ ,!, \\ ln'tiilio warforlndependenceclosed 
Blav.ry i\i-.l.-,l iiimII iIm' . ,,l,iiih.,, llu; l'\diTi\l Constitution sanctioned the 
lnstitnli..n, Iji I he- ex.rrisc of ils discretion the Federal Government emanci- 
pated I he slaves, elcvalcd llu:m to the dignity of American citizens, and invested 
them with the ri^'lil of .sulfmgo. "Slavery is but half abolished, emancipation 
Is but lialf cornplclcd, wlulc millions of freemen with votes in their hands are 

left "II 1 . .ill. .,li..n ' i'licn.wcilizeiis need to be made to comprehend the 

dutio ..1 . ,ii. . M^lii|,, 1,. I.. iMi-iil ila. iialiin- aii.l bonelit.s of the political rights 
they .•)i|..>, I ...111 ni iiiiiiiii~.,i.,ii mill ciilVaurliiseraeiitthereison the partof the 
Goveniiii, 111 a ic^iillini; oLii-alioii lo secure I o tliose suddenly exalted to citi- 
zenship and siinVage that amount of education whiehisnecessary to enable them 
to dischaage intelligently the new duties devolved. 

Inter aniia let/es silnil. is recognized in times of extreme peril as a legal maxim. 
When the national life is endangered the Constitution yields to a liberal inter- 
pretation. The latitude is not because of war, but because of the crisis which 
war sometimes creates. If the necessity be as great, the peril as imminent in 
time of peace as in time of war, then with equal reason may be invoked the 
principle, sn/iM reiimhiicx csl suprcma lex. That masses of ignorant voters con- 
stitute a national |..iil. jiisiiiyin- a resort to the "extreme medicine of the Con- 
stitution," it would III- an iiisuli 1,, vour honorable bodies to argue. 

The evils or imcianl v.iliii- can notbe e.tagu'erated. Four Presidents in suc- 
cession, with in ica-iir; . mpliasis. liavc invilcd the attention of Congress lo 
legislation on 1 1., -n i siate Legislatures, educational conventions, religious 
assemblages, 1 ii : - and private citizens swell the demand for immediate 

and efrectivc i .. - relief. 

Itscem.stliai .ill . II .ration must pass through its own trials, as each per.son 
must be disciplined for liis own improvement andgrowth. We reap the fruits 
of the sacrifices and achievements of our ancestors, but for ourselves we must 
endure trials and meet responsibilities. Our Republic is a holy trust. Much as 
our fathers did, none the less are we required to do. Free institutions are still 
an experiment. They are on trial before the world. No peril is greater, more 
Insidious, more pervasive, arouses more the apprehension of the patriot, than 
the illiteracy of citizens. Fortunately the evil is remediable, and the remedy 
is in your hands. 

Your petitioner earnestly invokes your intelligent and continuous attention 
to the dangers which come from so much illiteracy, and trusts that action, prompt 
and adequate to meet the emergency, will be had before your adjournment 

J. L. M. CUERY. 

EicnMOND, Va., May 17. 1SS2. 

Mr. BLAIR. I may acid aa a recent expression from Dr. Carry, the 
agent of the Peabody fund, what he says in a letter : 

A letter before me from one of the best scholars and most active school men 
in the South says: "The argument is unanswerable. Here we stand face to 
face with the necessity. All over this State the taxes of the white people can 
not be made to sull'ice for the education of both white and colored; with the ut- 
most good-will, the resources are deficient. Nothing but national aid can solve 
the problem, and without it there is great danger that the effort may be aban- 
doned in despair." 

That last sentence is unspeakably important. If this Congress adjourns 
without the aid, I shall almost surrender hope in reference to the future of our 
country. M.ay God save our land. 

The Union League Club of New York city comprises over sixteen 
hundred of the leading citizens of the United States, residing in all 
parts of the country. Probably no body of men, unless it were the 
several loyal sovereign States, did so much as the Union League Club 
of New York to preserve the Union in time of war, or since the war 
has done so much to make it worth again preserving by their wise and 
patriotic endeavors to reconstruct the Government upon principles which 
are indi.spensable to its prosperity. I therefore introduce the follow- 
ing from their memorial to Congress, presented to us by Senator MlL- 
lee: 

The Union LEAoriE Club, New York, February 10, 1S82. 

Dear Sir: The following report was accepted and the appended resolution 
unanimously adopted at a regular meeting of the Union League Club, held on 
the 9th of February, 1882. 

We request you to present them to Congress, as being the respectful petition 
of this club. 

Very few subjects equal in importance that of elevating the Illiterate voters 
In the United States to the condition required for the proper enjoyment and pro- 
tection of universal suffrage. 

It appears from the census of 1880 that of the total colored population over 47 
per cent, are unable to write. Of the total white population nearly 7 per cent. 
are unable to write. These percentages are much higher in the South. Those 
unable to write in Alabama are, whites, nearly 17 per cent.; colored, over 53 
In Georgia, whites, nearly 16 per cent. ; colored, over .51. In North Carolina, 
whites, over 22 per cent. ; colored, over 51. In New Mexico, whites, 49.5 per 
cent.; colored. 69.5. In many of the States the means for instruction are con- 
fessedly insufHcient to cope with this great evil. 

The want of education and of consequent ability to use the suffrage so as to 
protect the voter from fraud, violence, and misdirection, and our free institutions 
from peril, have caused the introduction into the Senate of the United States of 
a bill entitled "A bill to aid in the establishment and temporary support of com- 
mon schools." 

The Secretary of the Interior, through the Bureau of Education, is charged 
with the administration of the act, aided by a commissioner in each State, to be 
appointed by the President by and with the advice and consent of the Senate. 
The commissioner thus appointed is to act in co-operation with the State author- 
ities in which he is located. In Territories this commissioner is charged wilh 
the general supervision aud control of public education. 

All payments under the act are to be made by Treasury warrants directly to 
the person in each State or Territory who renders service, on vouchers to be ap- 
proved by the local authorities, the commi33ioner,and the Secretary of the Inte- 
rior. 

It will be seen, therefore, that the amount payable in any State or Territory 
can neither be diverted nor squandered, but that careful provision is made for 
the application of it directly to the purposes of education. The bill is compre- 
hen.sive as well as guarded, and is to continue only for the length of time sup- 
posed to be required for stimulating the most sluggish of the States into the req- 
uisite activity. 

The condition of the Treasury, with a large annual surplus, tempting to use- 
less schemes of extravagance, would seem to be a favorable time for the adoption 
of a measure to secure the cnlightenme t of the uneducated and the safely of 
oar lepublican form of govermuent. 



The Constitution, in express terms, provides, section 4, article 4, tfiat "The 
United States shall guarantee to each State in this Union a republican form of 
government." The powers necessary to carry out this guarantee are implied 
and are therefore complete. By the act of the National Government a large 
body ol' illilerate men have been suddenly raised from the condilion ofohatlels 
iiilo that of iVcemen and voters, without anv preiiaration for the high dulv 
which admission to the suffrage involves. The exiraordinary mi.asiires re- 
Htjiled to in Slates wdiere the danger from Ihis source is niosl conspi».iioiis, often 
leading to bloodshed and anarchy, would sccni lo iu.po.,c cm llic IJ. mral Gov- 
ernment the immediate duty of seeing Ilia I Hi. rcpuhliiau loiin llins lliieatened 
by the two evils of illiteracy and violence xIhiII i„ /;. , s, , i , ,/. 'riic n. . issary and 
proper means for this consists in such a wide tlin'iisiuii of the Ijcuclils .iiid bless- 
ings of education as will secure the requisile intelligence and patriotism. 

The committee of political reform recommend the adoption of the following 
resolution. 

GEO. B. BUTLER, Chairman. 
S. M. BLATCIIFORD, Secretary. 

Resolved, That the Union League Club heartily approves of the scope and ob- 
ject of the bill introduced into the Senate of the United .Stales by the Hon. Henry 
W. Blair, of the Stale of New Hampshire, entillcd "A bill to aid in the estab- 
lishment and temporary support of eomnion .schools," and that the president 
and secretary of the club be directed loullix I heir names to this report and reso- 
lution as being the respectful pclilion of the club to the Congress of the United 
Slates in favor of the passage of the bill. 

We have the honor to be, very respectfully, 

WM. M. EVARTS, President. 
DAVID MILLIKEN, Jr., Secretary. 

To the Hon. Warner Miller. 

I wish to say, as bearing upon the expression of popular feeling and 
opinion on this subject, that I have here a large number of data of me- 
morials which themselves are so large that, if all printed, I suppose the 
world would not contain the books they would make, as was said on 
another occasion. It seems almost trifling with the time of the Senate 
to accumulate this mass of evidence of popular feeling to be inserted in 
the Recoed. It is here, and it is ready to be produced if anybody 
should ever conceive the thought that there is no e.xpression of the gen- 
eral popular, and that the best popular, sentiment on this subject. 

The following is an imperfect list of the petitions and memorials 
praying for aid for the common schools on the basis of illiteracy: 

Citizens of Romney, AV. Va. 

Oiieliundred citizens of Circleville, W. Va. 

Citizens of Jackson County, West Virginia. 

Citizens of Nicholas County, West Virginia. 

Citizens of Webster County, West Virginia. 

Resolutions of the Legislature of Rhode Island, 

Citizens of Ottawa, Kans. 

Citizens of Spring Hill, Kans. 

Citizens of Mound Valley, Kans. 

Citizens of Jefferson County, West Virginia. 

Citizens of I,,ewi3 County, West Virginia. 

Citizens of Wayne County, West Virginia. 

Citizens of Monongalia County, West Virginia, 

Citizens of .Taekson County, West Virginia. 

Citizens of Upshur County, West Virginia. 

Citizens of Mason County, West Virginia. 

CMtizens of Blorgan County, West Virginia. 

Telegram from the Saratoga educational convention. 

Citizens of Blount County, Alabama. 

Citizens of Tuscaloosa County, Alabama. 

Oilizens of Baldwin County, Alabama. 

Citizens of Colbert County, Alabama. 

Citizens of Fayette County, Alabama. 

Citizens of Fayette County, Alabama. 

Citizens of Fayette County, Alabama. 

Citizens of Fayette County, Alabama. 

Citizens of Fayette County, Alabama. 

President of the board of education and raanv pronilnonfc oltlzeiis of Nashua, 
N. H. 

Memorial of the National Educational Association. 

Blemorial of the State officers and nearly every prominent citizen in the Stato 
of South Carolina. 

Petitions of citizens of Louisiana. 

Petition of citizens of Wilkinson County, Mississippi, 

•State board of visitors of the State Agricultural College, Now Jersey, 

State board of visitors of Rutgers College, New Jersey. 

Citizens of Edgecombe County, North Carolina. 

Citizens of Drev? County, Arkansas. 

Citizens of Wythe County, Virginia. 

Citizens of Gilmer County, Georgia. 

Citizens of Franklin County, Ohio. 

Citizens of ICeyser, W. Va. 

Faculty of Hiram College, Ohio. 

Citizens of Medina County, Ohio. 

Governor and all the State otheials of Ohio. 

Mayor and city officials of Portsmouth, N, H, 

Citizens of Grafton County, New Hampshire. 

Citizens of New London, N. H. 

Prominent citizens of Rockingham County _, New Hampshire, three petitiona. 

Petition of President of Johns Hopkins University et at. 

Memorial of the American Social Science Association. 

Citizens of Merrimack Count.v, New Hampshire. 

Petition of the faculty of Straight University, of Louisiana. 

Petition of the citizens of Iowa. 

Resolutions of the Louisiana Legislature. 

Memorial of the Union League Club, New York. 

Petition of citizens of Susquehanna County, Pennsylvania, 

Petition of citizens of Saint Louis, Mo. 

Petition of citizens of Monroe City, III. 

Resolutions of Tenchers' Institute of South Carolina. 

I have collected citiitions from high authorities, and historical illns- 
trations, bearing upon the necessity of educjition, especially in a re- 
public. They are from authors of other nations as well as our own. 
Many of them are of high literary merit. They are good reading. I 
will reaS a lew of them. Before proceeding to do so, I wish to make 
one statement as bearing on tlie interests of education in our Southern 
States by reason of the liberation of the colored people. The histor- 
ical example nearest our shores, that of the liberation of the blacks in 



NATIONAL AID TO COMMON SCHOOLS. 



25 



the British "West India colonies, might well he adduced, and should he 
instructive to us. There the British Government, more considerate, 
perhaps, tlian our own, gave pecuniary compensation to the extent of 
about S10i),0U0,O00, if I remember correctly, to the owners of the 
emancipated slaves. No provision, however, was made for the educa- 
tion and the elevation of the colored people. They have had freedom 
so far as it could exist under the British constitution, and they have 
had degeneracy and demoralization accompanying it. Without wast- 
ing time to depict the causes of the social condition and industrial con- 
dition of those people, I will state one fact which is signiticiint of almost 
everything else that could be said, that such is the social degradation 
of that people that most social ties are disregarded, poverty is univer- 
sal, and over 60 per cent, of the annual increase of the population is 
illegitimate. Let me quote from the American Cyclopcediaj volume 
15, page 17: 

The government measure was brought forward April 23, 1S33. it proposed an 
apprenticeship of twel ve years for the slaves, and to pay out of their earnings to 
the masters the sum of £15,000,000. The friends of emancipation remonstrated 
against these features of the phin, and it was finally modified by a redaction of 
f the term of apprenticeship to six years, and a provision to pay the masters 
£20.000,000 out of the national treasury. The bill passed the house of commons 
August 7, the house of lords Au^^ust 20, and received the royal assent August 28, 
1833. The day fi-xed for emancipation was August 1, 1834, anditw^as left optional 
w^ith the local legislatures respectively to adopt or reject the system of appren- 
ticeship. Antigua and Bermuda rejected, while the other islands adopted, the 
system. The apprenticeship system did not work w^ell. 

It ought to be known and is known that like causes produce like 
effects. It is well known to those who have taken pains to be informed 
by evidence coming to them, though they may never have been in the 
Southern States themselves, and I have some personal observation that 
has instructed me, so that I am convinced of the fact, that the general 
condition of the colored population in very much the larger geographic 
proportion of the South is growing worse rather than better. The col- 
ored population when disciplined by their former legal status were 
much more industriously inclined than the youthful colored population 
that is now growing up. The colored youths now are not so quiet and 
good-natured aud easily managed and tractable a race of men as the 
Northern people are inclined to think. I believe that they are rapidly 
becoming demoralized, an idle, thriftless population, with a tendency to 
violence, and likely to become a source of as much danger to the United 
States as a population 1 ike this described in Jamaica can be. They in- 
crease much more rapidly from natural causes than does the white 
population. 

By the last census it is shown that they increase 7 per cent, more 
rapidly than does the white population of the whole country from 
immigration and births combined. While increasing in numbers, in 
my belief they are not improving in condition. In twenty-five years 
from now this Southern colored population, unless something is done 
to restrain, improve, and elevate them, are quite likely to be a source 
of violence and of turmoil in this country. Those who think other- 
wise, I imagine, will find themselves profoundly mistaken, and it is 
well enough to be instructed by historical examples when they exist. 

I can not take the time of the Senate a great length in reading the 
citations from eminent men which I have made; but I will read a few 
in regard to national education. Macaulay in his speech on education 
uses this language: 

NATIONAL EDUCATION. 

This, then, is my argument. It is the duty of government to protect our per- 
sons and property from d:inger. The gross ignorance of the common people is 
a principal cituse of danger to our persons and property. Therefore it is the duty 
of the government to take care that the common people shall not be grossly 
ignorant. — Macauiaxi* s S^tech on Education. 

The education of the people is not only a means, but the best means, of obtain- 
ing that which all allow to be a chief end of government. — Ibid. 
Another great authority says: 

When we see government measures, which are excellent in themselves, fail 
from the opposition of an ignorant people, we at first feel irritated against the 
senseless multitude ; but when we come to reflect, when we observe that this 
opposition might liave been easily foreseen, and that the government, in proud 
exercise of authority, has taken no steps to prepare the minds of the people, to 
dissipatetheirprejudices, to conciliate their confidence— ourindignationis trans- 
ferred from the ignorant and deceived people to its disdainful leaders. — Jeremy 
Bentham^s Works, volume 1, page 568. 

Let me give further citations: 

Ignorance causes poverty. 

By diminishing productive capacity, and therefore wealth. 

Intelligence is a most powerful factor in industrial efhciency. The intelligent 
is more useful than the unintelligent laborer; (a) Because he requires afar 
shorter apprenticeship * * *. (/,) Because he can do his work with little or no 
superintendence * * *^ (c) Because he is less wasteful of materials * * *. 
(d) Because he readily learns to use machinery, however delicate or intricate. — 
WcUker^s Political Economy, pages 52, 53. 

By hindering improvement. 

In some parts of the country the ignorance of the people of almost everything 
beyond their huts and potatoes and pigs, their entire lack of practial sense and 
judgment, and of that energetic and progressive spirit which advancement in 
education is apt to bring, has hitherto been one of the greatest hindrances to the 
progress of the country. With this ignorance there has often been coupled 
superstition, and a tendency to indolence, increasing poverty, distress, and dis- 
content.— T/ic Irish Question, by King, pages 283,284. 

II. Ignorance causes poverty. 

Illustration from Scotland and Ireland in 1800-'10: 
I am persuaded that the extreme profligacy, improvidence, and misery which 
are so prevalent among the laboring classes in many countries are chiefly to be 



ascribed to the want of education. In proof of this we need only cast our eyes 
on the condition of the Irish, compared with that of the peasantry in Scotland. 
Among the former you behold nothing but beggary, wretchedness, and t^loth ; 
in Scotland, on the contrary, under the disadvantages of a worse climate and 
more unproductive soil, a degree of decency and comfort, the fruit of sobriety 
and industry, are conspicuous amongthe lower classes. And to what is this dis- 
parity in their situation to be ascribed, except to the influence of education? In 
Ireland the education of the poor is miserably neglected ; very few of them can 
read, and they grow up in a total ignorance of what it most befits a rational 
creature to understand; while in Scotland the establishment of free schools in 
every parish, an essential branch of the ecclesiastical constitution of the country, 
brings the means of instruction within the reach of the poorest, who are there 
inured to decency, industry, and order.— Robert HalVs Works, 1, 201, 202. (1810.) 

II. Ignorance causes demoralization, 

Illustration from Rome: 

But we must look beyond the political institutions of Rome, and seek in her 
social condition the primary causes of the fall of the republic. * * * There 
was no union of the different classes of society in common interests and sympa- 
thies, nor any adequate gradation of classes to balance their relative forces. 
Without a middle class, industrious, orderly, progressive, and contented, society 
was broadly into the rich and the poor. And in the later days of the republio 
both w^ere corrupted. The rich became more covetous and grasping. * * » 

The poorer classes were no less demoralized as citizens and depositaries of po- 
litical power. Pauperized by bounties of grain ; corrupted by bribery; debased 
by barbarous and brutal entertainments; tainted with the vices of slavery ; 
without regulated industry; disunited by the confusion of many nationalities ; 
and unsettled by incessant wars and revolutions, they were wanting in all the 
elements of a sound democracy. — May^s Democracy vn Europe, I, pages 225, 226, 227^ 

Illustration from France: 

The peasants, sufiEering from want and resenting the oppression of the feudal 
lords, rose in great numbers in different parts of France (.in 1353) ; they burned 
many castles, murdered the owners, and committed the most frightful outrages 
upon w^omen and children, * * * and in later times the like passions were to 
be revealed in excess no less monstrous and unnatural. — May\'> Dim,ocracyin Etu- 
rope, II, pages 91, 92. See also, Taine's Ancient Regime, pages 374-380. 

II. 4. Poverty causes demoralization. 
Illustration from Rome. 

The naind itself can scarcely comprehend the wide range of themisehief~how 
constant poverty and insult long endured, as the natural portion of a degraded 
caste, bear with thena to the sullerers something yet worse than pain, whether 
of the body or the feelings ; how they dull the understanding and poison the 
morals ; how ignorance and ill-treatment combinedare the parents of universal 
suspicion; how from oppression is produced habitual cowardice, breaking out 
when occasion offers into merciless cruelty ; how slaves become naturally liars ; 
how they, whose condition denies them all noble enjoyments, and to whom 
looking forward is only despair, plunge themselves, w^itli a brute's recklessness, 
into the lowest sensual pleasures; how the domestic circle itself, the last sanc- 
tuary of human virtue, becomes at leng! h corrupted, and in the place of natural 
affection and parental care, there is to be seen only selfishness and unkindness, 
and no other anxiety on the part of parents for their children than that they 
may, by fraud or by violence, prey in their turn upon that society which they 
have found their bitterest enemy. Evils like these long working in the heart 
of a nation render their own cure impossible ; a revolution may execute judg- 
ment on one generation, and that perhaps the very one w^hich was beginning to 
see and to repent of its inherited sins ; but it can not restore life to the morally 
dead ; and its ill success, as if in this line of evils no curse should be wanting, is 
pleaded by other oppressors as a defense of their own iniquity and a reason for 
perpetuating it forever. — Ariiold's Rome, volume II, page 19, 

Illustration from the No-Popery Riots of 1780: 

I do not know that I could find in all history a stronger proof [than the No- 
Popery Riots of 1780] of the proposition that the ignorance of the common peo- 
ple makes the property, the limbs, the lives of all classes insecure, Withoutthe 
shadow of a grievance, at the summons of a madman, a hundred thousand peo- 
ple rise in insurrection. During a whole week there is anarchy in the greatest 
and wealthiest of European cities, &c. 

The cause was the ignorance of a population which had been suffered, in the 
neighborhood of palaces, theatres, temples, to grow up as rude and stupid as any 
tribe of tattooed cannibals in New Zealand — I might say as any drove of beasts, 
in Smithfield market. — Macaulay^s Speech on Education. 

II c. A discouraged person is useless and may become desperate. 
His industrial power is small. 

A fifth reason for the higher efficiency of the laborers of one class or nation 
than of another is found in greater cheerfulness and hopefulness, growing out 
of higher self-respect and social ambition and a more direct and certain interest 
in the product of industry. — Walker^s Political Economy, page 54. 

Fear is far less potent than hope in evoking the energies of mind or body, 
while efforts made under the influence of the former passion are far more ex- 
hausting than those made under the influence of the latter, — Ibid. 

Discouragement may result in desperation [French revolution] , 

The feeling of hatred [in the French peasant at the time of the revolution, 1791] 
was become too strong to be appeased, because here too it was mixed with in- 
tense suspicion, the result inevitably of suffering and ignorance, and nothing 
but the overthrow of those against whom it w^as directed could have satisfied it,— 
Arnold's Lectures on Modern History, page 390. 

III. Ignorance causes immorality. 
Because its opposite, knowledge, elevates. 

But to return to the moral good w^hich results from the acquisition of knoTvl- 
edge ; it is chiefly this, that by multiplying the men tal resources it has a tendency 
to exalt the character, and in some measure to correct and subdue the taste for 
gross sensuality.— flag's Worlis, I, 200. 

E esults of ignorance. 

Where education has been entirely neglected, or improperly managed, we see 
the worst passions ruling with uncontrolled and incessant sway. Good sense 
degenerates into craft, and anger rankles into malignity. Restraint, w^hich is 
thought most salutary, comes too late, and the most judicious admonitions are 
urged in vain. — Dr. S. Parr. 

III. Ignorance causes immorality. 

Ignorance vs. Education in Switzerland. 

Neither in Switzerland nor in other countries do we find ignorance and pov® 
erty united with high moral qualities. In some of the cantons, however, wher 
education is diffused, and industry and commerce have become sourcces cX 
wealth, the people are contented and happy. — Dean's History qf Civilization,\Li 
108, 109. 



26 



NATIONAL AID TO COMMON SCHOOLS. 



lujuries from ignorance. 

The Inborinp: class, for instance, will have no mobility [if uneducated], will 
be in the power of the employer, will have im \\<>\>'- ..f h.uorinp: its condition of 
life hv change of place, will bepriven to low ph -i-m .s, (rime and iKnorance K" 
logeih T, and the prospect for the chil.lrcii ..i -ih li ;i . l;i-< is dark indeed. For 
the industry, morals, loyalty, and Quicl of Ilii-^ i-\,i^^. lor ihe safety of all classes 
.tome kind of education is necessary. — Wooljiry's Political Science^ I, page 227. 

III. 2. Immorality causes degeneration. National degeneration 
comes from loss of character. 

But this political ruin [of the Roman Empire] was an effect of a moral ruin, 
not a first cause; and a nation that has lost its character must decay politically 
until some new condition of the world quickens it again into life. — Woolscy^s Po- 
litical Science, IT, pai^e GOI. 

Fruits of loug-coiitinued moral advance. 

There are certain moral fruits so conspicuous in the history of civilization that 
no pessimist <-n 111! isi.Ntn iliem Thiit tln> lone:, slow movementsin society which 

have been irn'im : >. ii ii -h ;uly i.nrj >(,-.• mid sure result to establish order and 
the reign of . i : ■> > lui-iii-h ^l;l\■cry ; to break oppression of every 

form; to niiiiL: n , . , i . 1 1 ! ,i i ii u ^ of w .ir , ;uid to put restraints upon it; to di- 
minish hunuin .- nil'^ luu , Lu hulp the tiiifurtunate, and to lift the debased; to 
cultivate the eosinupi)litan sentiment and the spirit of co-operation among 
meix^that the movements which bear this ripening fruitage are moral move- 
ments, it is impossible to deny. — J. N. Larned in Popular Science Monthly , XI, 519. 

IV. Ignorance causes error in judgment and conduct. 
}^y opening the people to evil influences. 

Nothing in reality renders legitimate governments so insecure as extremeig- 
norance in the people. It is this which yields them an easy prey to seduetion, 
makes them the victims of prejudices and false alarms, and so ferocious withal 
that their interference in a time of public commotion is more to be dreaded than 
theernption of avolcano. — Robert Hall's Works, volume I. page 203. 
By deceiving him as to his interest in his neighbor. 

The less instructed a man is the more he is led to separate his interests from 
those of his fellows. The more enlightened he is the more distinctly will he 
perceive the union of his personal with the general interest. — Jeremy BenthanV s 
Works of, volume I, page 537. 

ILLUSTRATIONS OF BENEFITS KBOM EDUCATION, 

Athenian intelligence. 

Mitford was right enough when he assumed that an English county meeting 
reached the very height of political ignorance, only he should not have thence 
leaped to !i similar conclusion as to tlie assembled people of Athens. « * * 
Wesu-iM ,1 iiiii I !ir average Athenian citizen was, in political intelligence, above 
the ;i . I : I i._ii~li member of Parliament. It was this concentration of all 
powt I II 111 A 1 1 ;iie of which every citizen formed a port which is the dis- 
tin^ui^lllllL; cli:!! Mleristic of true Greek democracy. — Freeman's AUienian De- 
mocracy, psiges U(j,li7. 

The education of a lower class in Turkey. 

In the vigorous age of the Ottoman Government the Turks were themselves 
excluded from all civil and military honors, and a servileclass, an artificial peo- 
ple, was raised by the discipline of education to obey, to conquer, and to com- 
mand — Gibbon's Home, chapter LXV. 

Scotland vs. Ireland. 

We have two nations closely connected, inhabiting the same i.sland, sprung 
from the same blood, speaking the same language, governed by the same sav- 
ereign and the same legislature, holding essentially the same religious faith, hav- 
ing the same allies and the same enemies. Of these two nations one was. a hun- 
dred and fifty years ago, as respects opulence and civilization, in the highest 
rank among European communities; the other in the lowest rank. The opulent 
and highly civilized nation leaves the education of the people to free competi- 
tion. In the ]>oor and half barbarous nation the education of the people is un- 
dertiiken by the State. The result is that the firstare last and the hist first. The 
common people of Scotland— it is in vain to disguise the truth— have passed the 
common pLople of England. Free competition, tried with every advantage, has 
prodiK (il rllV ri-, of which, as the Con;;icgntional Union tells us, weought to be 
lushanii M, iiiMi w hJ. Il must lower us in the opinion of every intelligent foreigner. 
Slate ril i]i :l'. h.ri, I li. (I under cvcry disadvantage, has produceil an improvement 
to whirl I il w-.iilrl bt-difliculttofiud a parallel in any age or country. — Macaulay's 
Speech on Education. 

■WASHINGTON'S VIEWS. 

Some views of education entertained by Washington are indicated hy 
provisions inserted in his last will; c. g., he provided that the slaves who 
had not attained their majority at the time when they were to receive 
their ireedoni in accordance with his direction should betaughtto read 
and write and be brought up to some useful occupation. He bequeathed 
$4,000 lor the education of orphans and the children of the poor in the 
academy at Alexandria. He gave property for the endowment of a uni- 
versity which should draw to it the youth of all sections, thus prevent- 
ing thtiir being sent abroad to their injury, and reconciling lociil preju- 
dices and antagonisms through friendly as.?ociations. 

What I have read froiu Kobert Hall was written at the beginning of 
the present century in reference to a status then-e.xisting in Ireland; 
but it i.s proper to say that of late years the educational privileges of 
Ireland have been very greatly improved, as in fact they have been in 
every European country, until to day the truth is that mauy of them 
are passing {»ur own country in the vigilance and intensity of the eflbrt 
which they are making to educate their own people. Indeed, there 
is great danger that tliey wiil pass us, and pass us before a great while, 
in the matter of industrial skill, bccatise of the greater attention they 
are giving to the matter, perhaps growing out of the fact that they have 
recently discovered the; great need of the education which they want, 
and are making correspondingly vigorous efforts to overcome the pre- 
vailing ignorance. They also tind that American production paying 
higher wages is nevertheless competing with them in their own mar- 
kets, and likely to do so more extensively hereafter in all the markets 
of the world, and unless their people become cdiK-ated they will soon 
be without employment or that form of employment giving produ<*,t ions 
for exportation to the other and increasing markets of the world. In 



other words, the skilled labor of Europe, based upon general education, 
is coming more and more in competition with the skilled labor of 
America, and our superior intelligence will not much longer tell to 
our advantage in this direction. 

I close my citations Irom the writings of eminent men and illustrar- 
tions drawn from the history of the race by quotations from two re- 
markable addre-sses delivered before the National Education As.sembly, 
held at Ocean Grove last August, from the 9th to the 12th, four days, 
inclusive. 

Over sixty addresses were delivered on that occasion by American 
educators and some others interested in the subject. Thousands of 
people were in attendance, and all religious denominations nearly were 
represented. 

Rev. J. C. Hartzell, D. D., who was the active organizer of the great 
work, has published the proceedings in a volume, which I hesitate not 
to say is of greater practical value thau any other work upon the sub- 
ject of education, and its cognate problems as they exist and require to 
be dealt with to-day than any, and I had almost said all, other sources 
of information accessible of which I have knowledge. The book is an 
encyclopedia in one volume, carefully indexed, and treats exhaustively 
of the following topics: Education and man's improvement; Illiteracy 
in the United States; National aid to common schools; The negro in 
America; Illiteracy, wealth, pauperism, and crimes; the American In- 
dian problem ; the American Mormon problem ; Education in the South 
since the war; Christ in American education; Tables: Illiterateaud edu- 
cational status United States, 1880. 

On that occasion, among the sixty, Hon. John Eaton, Commissioner 
of Education, delivered an address, which was full of meat, and of good 
meat, too. I wish to read a little from it, not his comments and phi- 
losophy, but statements of fact. I read from page 49: 

But we must not pause here; we must look- at the reverse side. New Eng^ 
land to-day has but 1 college student, male and female, to every 167 families ; 
wheias at the end of the first twenty-three years of New England history, or 
when there were 20,000 souls in the settlements, there was 1 university graduate 
to every 40 families. May we not say that hence came such wisdom in laying 
the foundation of those States? Wlien will the educated classes anywhere attain 
the same relation to the whole body of the people? 

But against this attendance upon the public schools there is the non-attend- 
ance of 5,754,759. Allowing that these odd hundred thousand are in private 
schools tliat are not reported, there remain 5,003,000 of cliildren of scliool age 
untaught. To furnish tliese sittings in buildings, at the usual average of §20 per 
sitting, would cost a hundred millions in money; to furnish them teachers 
would require an increase of 30,000 to the teaching corps, and a single year's 
preparation of these teachers at the average rate in New York would cost 
$10,000,000. 

The pay of these 30.000 additional teachers for one year of ten months, at the 
rate of 3^32 a month, which is about the average throughout the country, would 
amount to §9,600,000. Add to this the items for preparation and school-house 
sittings necessary for these non-attending school children, and you have the 
grand total required for the first year of §12,000.000, 

There has been an attempt to raise a laugh at the proposition of the honora- 
ble Senator Logan to appropriate 360.000,000 in aid of education, but I give you 
here figures which can not be invalidated, showing that his proposition falls 
§60.000,000 short of the sum which would be required to furnish for a single 
year all our school children now without school sittings and teachers. 

Referring to myself he says: 

Mr. Senator Blair, in his examination of this point in his recent speech, con- 
sidering that Texas has a school period of only six years, states that if the school 
life were properly lengthened in that and other States the number reported 
without school accommodations and without teachers woidd be increased by 



thre 



iilli< 



ire accustomed to expect the best teachers, best school-houses, 
best methods, and best supervision; but laws making attendance obligatory are 
wanting in more than half of the States, and, on an average, two-fifths of the 
children are not enrolled in the schools. Here are forced upon us the terrible 
problems encountered in older civilizations and luore dense populations. 

The fifteen States and the District of Columbia, where slavery prevailed, hav- 
ing a legal wliite school population of 3,899,961, had 2,215,671 enrolled in schools, 
and with a colored school population of 1.803,357 had 784.709 enrolled, and ex- 
pended §12,475,044. This money, it should be remembered, is divided pro .rata, 
without distinction of color, in all States excepting Kentucky and Delaware. In 
the former State the colored people have had for educational purposes the bene- 
fit only of tlie income of the tax upon their own property and polls and speci- 
fied fines and forfeitures. By an act of the last Legislature, however, provision 
was made for submitting to the people the question of adding a two-mills tax 
upon. property for educational purposes, unitin-j: tliis and Ihe amount from the 
previous provisions for education, and distributing the whole pro rata per capita. 
In Delaware, §2,500 are now appropriated for the colored schools. What has 
thus been accomplished in these States for education may be taken as a pledge 
of what they will do. 

To which great agency canyon assign the additional burden of educating these 
illiterates? To the family? IIow many families of the most cultured and best 
conditioned are unable to educate their children as in former times or as they 
desire; and among tliose colored people the least supplied with schools, how 
widely is the family a minus quantity as a factor in promoting the improvement 
of the young? Shall we then look to the church for the light to overcome this 
darkness? How inadequate are the resources of the cliurch in the South to 
supply sittings and preachers for the special function of declaring the gospel? 
How generally are they in debt? What appeals an.- llii\- corniicllcd to make to 
their friends in other quarters? Shall we turn. tlnn. iliinlh . in the States, al- 
ready impoverished and loaded with taxes and (.iiiiKinM-^ril by questions of 
repudiation ? In reply, let me invite attention to ihf lari ( hal the taxable real 
and personal property reported for assessment in those .states is given in round 
numbers as $3,379,000,(X)0, while the real and personal property in New York and 
New Jersey alone is worth nearly an equal amount, or S;j.-2'.)2,OOO.tHX). 

"What would the people of these two States say to an additioiuilassessmenton 
their propertv suHicicnL to erect all the additional school-houses and supply all 
the teachers forthe instruction of the millions of illiterates in the South? All 
are familiar with the sensitiveness in the several Northern States to the nssess- 
mentofany additional tax for educatiou or any other purpose, and there the total 



NATIONAL AID TO COMMON SCHOOLS. 



27 



Wealth as assessed is rieported as S13,095, 000,000, or nearly ten billions more than 
in the South. 

It should be remembered, in addition to the short period in which schools are 
already tau;;^ht in the South, that there are 2,702,835 children of age not enrolled 
foriiistrucliun. Take another comparison: Charleston, F. C., now levies a tax 
of three mills on a dollar; but to furnish the children of that State a fair ap- 
proach to the inbtruction given those in Massachusetts would require a tax uu 
the property of the State of nearly three cents on the dollar. This the friends of 
education in Massachusetts or any other State would hesitate to propose ia their 
own case. 

******* 

I must not pause to elaborate these points, but supposing (1) that the labor of 
an illiterate is increased in value 25 per oent. by teachinji' him to read and write, 
50 per cent, by fairly educating him, and 75 per cent, by giving him a thorough 
training; and (2) that the average value of the labor of illiterates is the same as 
the average wages paid eniployiSs la manufactories, then the following compu- 
tations give sound conclusions. 

By the census of 1880, the number of persons of twenty-one years and upward 
in the Southern St;ites who were unable to write was 2,984,387. If 75 per cent, of 
them should be taught to read and write, it would increase the value of the labor 
of 2,23^.200 pei'sons 25 per cent. The present value of their labor is, approxi- 
mately, $248 a year each. The increase of value would he $62 a year per capita, 
a total of:5138,773.980. If 15 per cent, of the illiterates should be fairly educated, 
it would increase the value of the labor of 447,658 persons 50 per cent., or from 
$248 to :$372 a year each. The total of this annual increase would be $55,509,592. 
If the remnining 10 per cent, of illiterates should have the value of their labor 
increased 75 per cent, by being thoroughly trained, the industrial value of 298,439 
persons would be raised from $248 to $434 a year each, a total of $55,509,654. By 
adding the three totals just given.it is seen that the increase which would come 
to the industrial value of illiterates in the Southern States would be, were they 
educated as indicated, $241,727,220 a year. 

A regular computation may be made for the entire country. The average 
annual wages paid by manufacturers is $345. The number of persons 21 and 
over unable to write is 4.204,263. By teaching 75 per cent, of these to read and 
write, the labor of 3,1.53,272 individuals is increased in value from $345 to $431 a 
year, a total gain of $271,181,392 each year. The gain which would come from 
educating 15 per cent. (830.654) of the illiterates so that their labor would be in- 
creased 50 per cent, in value would be $108,787,815. The same amount would be 
gained by so training the remaining 10 per cent, of illiterates that their labor 
would be of 75 per cent, more value ; and the total annual profit to the country 
by the conversion of illiterate into educated labor w^ould be, according to the 
premises assumed as a basis of computation, $488,757,022 a year. 

Need I go further to indicate that education is a most profitable investment 
for both labor and capital ? * * * 

Omitting any reference to the influence of illiteracy during minority, or any 
bearing of the illiteracy of the female adults, the late census shows us that 
ihere is a great army of 1,870,216 adult males or voters who can not write, an 
army nearly dt>uble that ever ia the field during the late deplorable civil Avar. 
You will certainly excuse me from any delineation of the horrors of the devasta- 
tion that might follow tlieir united and concentrated efforts against the peace 
and order of society. 

I simply citii your atten'Jon to what maybe the injurious effect of their silent 
action ;ft the polls. Tlie members of our respective political parties believe in 
the Tightness of their principles and seek to make their appeal to the reason 
and consciences of the people; but the figures disclose the alarming fact that 
in eleven States these iliiterae voters outnumbered the votes cast in the last 
Presidential election by eitherof the political parties. Thus, should they unite 
under any strong, impassioned, successful leader, they would have absolute 
control of legislation and offices in those States, and of the election of twenty- 
two members of the United States Senate. 

I turn now to the address of Col. Dexter A. Hawkins, of New Yorlv 
city, who is a prominent lawyer and publicist, as undoubtedly members 
of the Senate are aAvare. His address was upon the relations of educa- 
tion to wealth and morality, pauperism and crime. I read only the 
most pertinent extracts, and would refer any one interested to the en- 
tire address. 

In 1870 the Commissioner of Education atWashington sent outaseries of care- 
fully drawn, comprehensive, and searching questions to the great centers of 
labor in all parts ot the United States. These centers were so selected as to rep- 
resent every kind of labor, from the rudest and simplest up to the most skilled. 
The object of the questions was to determine the relative productiveness of lit- 
erate and illiterate labor. I have tabulated, reduced, and generalized the an- 
swers so as to get at what seems to me to be the average result over the whole 
country. This investigation — one of the most interesting ever made — brought 
clearly to light the following facts: 

i. That an average free coinuion-school education, such as is provided in all 
tlie States where the free common school has become a permanent institution, 
adds 50 per cent, to the productive power of the laborer considered as a mere 
productive machine. 

2. That the average academical education adds 100 per cent. 

3. That the average collegiate or university education addsfrom200to 300 per 
cent. to his average annual productive capacity, to say nothing of the vast in- 
crease to his manliness— to his godiikeness. 

By the census of 1880 we had in the United States 4,204,362 illiterate adults- 
white and colored. 

I read his computation in order to show that independent and most 
intelligent observers and thinkers arrive at substantially the same con- 
clusion : 



Now, putting their labor at the minimum annual value of $100 each (which is 
far below the average even for farm labor, while the wages of manufacturing- 
operatives, including 15 per cent, of women and children, as shown by the census 
of ISSO, average in the whole country $345 each per year), and the annual loss to 
these persons from the lack of at least a common-school education would be $50 
each. This, for the whole number of 4,240,362. is $210,000,000 per year— a sum 
twice as large as the entire annual expenditure for public education in the whole 
country. This sum— $210,000,000— is a clear annual loss, not only to these illiter- 
ates, but to the commnnity, by reason of their illiteracy. 

The late slave States complain of their inability to pay the expenses of free com- 
mon schools, and they raised for public education in 1880 only $10,883,104. The 
amount of the annual loss in these same States, from their labor being illiterate, 
is at least $150,000,000. The extra productiveness of their laborers over what i t is 
now would— had they been educated, as in Maine and New Hampshire— estab- 
li.sh and support free common schools nine months in the year for every child 
of the school age within their borders, and leave a surplus sufficient to support 
a free academy in every county and a free college in every State. 

A supposition of that kind is very well, but it must be remembered 
that an existing state of things, where it is the status of human beings, 



cannot be changed but by long and expensive processes, and that to 
change the actual condition in these Southern States to the degree of 
literacy which exists in the ones referred to must necessarily be the 
work of ten or fifteen or twenty years. 

A careful examination of the census of England, Scotland, Ireland, and of the 
several countries on the continent of Europe indicates that, other things being 
equal, pauperism is in the inverse ratio of the education of the mass of the peo- 
ple ; that is, as education increases pauperism decreases, and as education de- 
creases pauperism increases. 

In the Grand Duchy of Baden they put into operation in 1854 a rigorous system 
of universal compulsory education in the elementary brandies. The effect in 
seven years upon pauperism was to reduce it 25 percent. It has been calculated 
by statisticians and students of social science that 96 per cent, of pauperism, 
could be exterminated by universal compulsory education in the elementary 
branches of knowledge and industry. 

In Pennsylvania, Ohio, and Illinois, three great central States, where self-sup- 
port is not difficult, one in ten of the illiterates is a pauper, while of the rest ot 
the population only one in three hundred is a pauper. In otlier words, in those 
three great central States a given number of children sutJered to grow up in ig- 
norance produce thirty times as many paupers as when given an average com- 
mon-school education. 

In 1870 a special investigation was made, in fifteen States, of the inmates, to 
the number of 7,398, of almshouses and infirmaries, Oftbe.se, 4,327, or neaidySQ 
pt-r cent., could not read and write ; w^hile in those fifteen States the average per- 
centage of illiterates was only 6 per cent of the whole population. From this 6 
per cent, came that 59 per cent, of the paupers ; or, to express it in another form, 
a given number of children in those fifteen States, suffered to grow up in igno- 
rance, produced tw^enty-two times as many paupers as the same number of chil- 
dren would if given a fair common-school education. 

Similar results may be obtained from the census of almost every country in 
Europe or America. 

We may safely say, then, that it is a general law of modern civilization thatan 
illiterate person is from twenty to thirty times as liable to become a pauper and 
a charge upon the public as is one with an average common-school education; 
and that the annual loss to the community, in the United States, in the produc- 
tive power of the illiterates, and in the support of paupers made such by illite- 
racy, is nearly, if not quite, equal to the amount that^vould be required to estab- 
lish and maintain a free common school the year round in every State in the 
Union, amply sufficient for the whole fifteen millions of the children of the 
school age in the United States. 

The annual expense of maintaining -paupers — 96 per cent, of whom have be- 
come such through lack of proper training while young — is at least ten times as 
great as would have been the expense to the public of securing an education 
while young to each of these paupers sufficient to have enabled 96 per cent, of 
Ihem to support themselves instead of being a charge upon the public. 

Education leads naturally to industry, sobriety, and economy; hence it makes 
one conscious of the benefits resulting from these habits. 

Statistics proclaim in no uncertain voice that education is the surest preventive 
of pauperism ; and that the exjjcnse of pi'oviding and applying in season this 
perventive would not be one-tenth that now brought upon society by pauperism. 

The first incentive to action is self-support— gaining a livelihood. This is the 
very basis of personal independence of individual character, respectability, and 
influence. The key to self-support is education. Money and labor, invested in 
education, are capital invested in such a manner that the principalis absolutely 
safe, and the income large, sure, and promptly paid. The States should see to it 
that a reasonable investment of this kind is made in and for every child as it 
grows up. 

* # * * * * * 

In France, in 1868, one-half of the inhabitants could not read nor write. From 
this half came 95 per cent, of the persons arrested for crime. From the other, 
the educated half, cameonly 5 percent. In other words, a given number of chil- 
dren, suffered to grow up illiterate, produced nineteen times as many persons 
arrested for crime as the same number would if educated, at least to the extent 
of the elementary branches. 

In the Grand Duchy of Baden, from 1854 to 1S61 — seven years — the govern ment, 
by a rigorous system of universal compulsory elementary education, reduced 
thenumberof prisoners actually arrested 51 per cent., and the number of crimes 
committed 54 percent. 

In the six New England States, in 1870, 7 per cent, only of the inhabitants above 
ten years of age were unable to read and write ; and yet this 7 per cent, pro- 
duced 80 per cent of the criminals. Or, in other words, a given number of chil- 
dren in New^ England at that time suffered to grow up illiterate produced fifty- 
three times as many criminals as the same number would it" educated to the ex- 
tent of the curriculum of the pnblic schools. This fact is a complete vindication 
of the moral effeetof the New England system of public education. Cardinal An- 
tonelli to the contrary notwithstanding. 

In the State of New York, in 1880, the illiterates produced eight times their pro 
rata proportion of the criminals in that State ; that is, a given number of chil- 
drpu brought up illiterate on the average produced eight times as many crimi- 
nals as the same children would have produced if educated to the extent of the 
curriculum of the public schools. 

lu the city of New York, in 1870, among the illiterates, one crime was commit- 
ted for every 3 persons ; while among the literates there w^as only one crime to 
every 27 persons. Or, in other words, the ignorant class in that city furnishes 
nine times the criminals they would if educated in the public schools. 

In the Commonwealth of Pennsylvania, in 1870, the illiterates, according to 
their numbers, committed seven times as many crimes as the litej-ate class. 

In Pennsylvania, Ohio, and Illinois, taken together, the illiterates committed 
ten times as many crimes, according to their numbers, as the literate class. 

Take the whole of the United States together, according to the census of 1870, 
the illiterates committed ten times their pro rata proportion oi crimes. 

In Pennsylvania, in the years 1879 and 1880, one-thirtieth of the population 
above ten years of age could neither read nor write, and this one-thirtieth com- 
mitted one-sixth part of the crimes, or nearly six times its proper proportion. 
But if we class with the illiterates the criminals who could barely read and 
write, but who had no education beyond bare reading and writing, it will then 
ap|.)ear that the one-thirtieth of the population of Pennsylvania that is illiterate 
commits one-third of the crime, or more than fourteen tiiues its legitimate pro- 
portion. 

A careful examination of the statistics of twenty States shows the following 
average results: 

First. That one-sixth of all the crime in the country is committed by persons 
wholly illiterate. 

Second. That one-third of the crime in the country is committed by persons 
wbully or substantially illiterate. 

Third. That the proportion of criminals among the illiterate class is, on the 
average, ten times as greatas itis among those wlio have been instructed in the 
elements of a common-school education or beyond. 

Fourth. That the expense imposed upon society to pi'otectitself against a few 
thousand criminals, most of whom were made^such through the neglect of so- 
ciety to take care of their education when young, is one of the heaviest of the 



28 



NATIONAL AID TO COMMON SCHOOLS. 



public burdens. In the city of New York it is 50 per cent, more than the whole 
cost of the public schools. 

In Ib;it L'it.v theniinuiil iii>proprtatlon for police, criminal courts, reformatories, 
.i'lil- 'I'l I" i"i Miiiui,-^ iM ,,v,v live millions of dolhirs; while that for the train- 
II.--! i:,. :-.. -. In,,,; , IhI.Ii.-i. in tbeoity iaonly SS.500,000. 

Ill, 1 , , I, imLiii, , III II,,, sehoolsin 1880 was 138,329. The "compulsory 
S'ti",'l 11;-, ■ 1 1, i; 1^, III,, iim' Willi in which all children are required by law in 
the Shite of New York lo nllcud school— is ciKliI I., f„nvteen years. The num- 
ber of children of this nee in the city of .X.w V,,rl; in June, 1880, was 144 474 • 
while the average attendance on the publi., s. Ii,„,ls ,,r c hildren of all ages from 
five to twenty-one in that year in the city was cmly l:!;),il96. As a logical conse- 
quence of this neglect of education the city jails and almshouses are crammed 
and taxes are high. 

The city, in its meager provision for education, and its enormous taxation for 
criminals (to use an old but expressive adage) " saves at the spigot but loses at 
the bung." 

What is true of the metropolis of the country is equally true of every city, 
town, village, and neighborhood. 

Those facts could be multiplied almost without limit. 

The exnmination of the statistics of criminality and illiteracy in the census of 
d state or country will give results substantially in harmony with 



the al 

Carlvie snvs that — 

"If thedc'vil were 

struction on any triit 



ling through 



y eounlry, and he applied to me for in- 
verse, 1 should wish to give it to him. 
He is less a devil kii.. will- Unit three and tlire ■ iire six than if he didn't know 
it; a light spark, though of the faintest, is in tins fact; if he knew facts enougli, 
continuous light would dawn on him ; he would (to his amaznment) understand 
what this universe is, on what principles it conducts itself, and would cease to be 
a devil." 

I desire here to introduce a series of tables compiled from variou.s 
sources, but chiefly from the census of 1880 and from returns gathered 
by the Bureau of Education. There are sometimes slight variations in 
the results obtained by different agencies, but their general accord is 
an indication of their reliability. 

Several of the most important are taken from the report of the com- 
mittee of the House of Representatives on the bill for aid of the Gov- 
ernment for educational purposes. I refer to Mr. Willis's report, very 
lately published; a report without which no examination of the sub- 
ject will have been exhaustive, and with which no one can consider his 
sources of information incomplete. 

These tables contain the substance of all the statistical matter in pos- 
session of the Government necessarj' for the study of the subject. Upon 
several of them I have expended considerable labor personally, but to 
the wise, philosophical, and indefatigable efforts of the Bureaus of Edu- 
cation and of the Census the credit of this mathematical and statistical 
grouping chiefly belongs. 

There is necessarily some repetition of matter in showing different 
combinations of elements as they relate to different topics and proposi- 
tions, but it is believed that there are important features peculiar to 
each table, and that the present and future will tind this statistical 
statement one of convenient reference and perhaps of prolbund study. 

These tables are twenty-four in number, and in order to facilitate 
reference to them I give a rdsumfi of the contents of each. 

Table 1. Historical and statistical data of the United States. 

Table 2. Showing the area of the several States and Terrtories con- 
taining public lands, and the quantity devoted for educational pur- 
poses up to June 30, 18(i7. 

Table 3. Public-school statistics of the United States in 1880, wilh 
number of teachers and juipils in private schools, prepared by Com- 
missioner of Education. Items too numerous to mention. 

Table 4. Showing the total population, .school population, enroll- 
ment, average attendance, total number of teachers, length of school 



year in days, number of pupils or children not attending school, per 
cent, of school popul.ation enrolled in schools, per cent, of school pop- 
ulation not enrolled in school in eighty-six cities, census of 1880. 

Table 5. Illiteracy in the United States. 

Table 6. Illiterate population ten years of age and over. 

Table 7. White and colored adult males and adult male illiterates 
of the two races. 

Table 8. Colored schools and enrollment in Southern States five years 
from 1877 to 1881. 

Table 9. Giving the popular majorities received at the last three 
Presidential elections, and the number of illiterate voters as shown by 
census of 1880. 

Table 10. Comparative statistics of education at the South. 

Table 11. The population and assessed valuation of personal prop- 
erty and real estate in States and Territories, from census reports of 
18G0, 1870, and 1880. 

Table 12. Amount raised by taxation for support of public schools 
in each State and Territory during the year 1880. 

Table 13. Rate of taxation for school purposes in various cities. 

Table 14. Showing the population, total assessed valuation of prop- 
erty, total taxation, per capita of valuation, per capita of taxation, rate 
of taxation, total indebtedness, per capita of indebtedness, by States 
and Territories. 

Table 15. Assessed valuation of real and personal property, total 
population by States, &c., and property per capita, the States and Ter- 
ritories arranged in groups. 

Table 16. Increase and decrease in assessed valuation in the several 
Southern States, as shown by comparison of census of 1870 and 1880. 

Table 17. School district indebtedness in the United States. 

Table 18. Valuation and taxation. 

Table 19. Selected cities, valuation and taxation. 

Table 20. Drawn from tlie returns of school statistics for the year 
18,S1 to the Bureau of Education, showing the number of youth not 
enrolled in school, and the expense of supplying them with the neces- 
sary school-houses, teachers, and text-books, including wages of teach- 
ers, for a school three months the first year. 

Table 21 Drawn from the returns of school statistics from the 
Southern States and District of Columbia for the year 1881, show- 
ing the number of youth not enrolled in school, and the expense of 
suiii^lying them with the necessary school-houses and teachers, and 
the books and wages of teachers for a school of three months' length 
for the first year. 

Table 22. Based on returns to the Bureau of Education for 1881, 
showing legal school population, total school expenditure, per capita 
of school expenditure, proportion of $15,000,000 to each State based 
on number of persons by census of 1880 ten years old and upward who 
can not read, proportion of $15,000,000 to per capita of school popula- 
tion of 1881, total of school expenditure including §15,000,000, and 
total per capita expenditure including §15,000,000. 

Table 23. Showing the sura of money which each State and Terri- 
tory would receive in the division of $15,000,000 among them all in 
proportion to their relative population ten years of age and upward 
who can not write (census of 1880, 6,239,958). 

Table 24. Showing the sum of money which each State and Terri- 
tory would receive in the division of $1.5,000,000 among them all in 
proportion to their relative population ten years of age and upward who 
can not read. (Census 1880.) 



Table 1. — Historical and shitiaiiml data of the United States. 
[Compiled from Report of the Commissioner of the Land Office for 1.867.] 



States and Territories. 


Act organizing Territory. 


Act aduiitting State. 


Area in square 
miles. 




U.S.Statutes. 


Vol. 


Page. 


U.S.Statutes. 


Vol. 


Page. 


1860. o 


OnioI..-ii, ST-ITES 












9,2SD 
7,800 
1,306 
4,750 

47,000 
8,320 

40,0(X) 
2,120 

11,124 

61, a->2 

50,704 
34,000 
58,000 

37,080 

MO, 212 
4.'>, BIXI 
39, 964 

6.11,346 
a3,809 
47, 156 

6.1.5, 410 
50,722 

635, 000 


326,073 












1 


Khode IslarnI 














174,620 


ComiLCtiLUt 














NCM -ioik 














3,aS0,735 
672, 035 

2,906,115 
112,216 
687,049 

1,5%, 318 


New Jciso 














Pcnns%l\ania 














Delaware 










































Noith Carolina 












































1,057,286 

1.1.55,684 
31.5,098 

1,109,801 

2,339,502 
708,002 

1,. -SO, 428 
791,305 

1,711,951 
964,201 
628,279 


STVll.s ADMITTrD 








Feb. 4,1791 
Feb. 18,1791 
June 1,1790 
Apr. 30, 1802 
Apr. 8,1812 
Dee. 11,1814 
Dee. 10,1817 
Dee. 3, 1818 
Dec. 14, 1819 
liar. 8,1820 


1 
1 
1 

3 
3 
3 
3 
8 


189 
191 
491 
173 
701 
399 
672 
536 
608 
6U 


V.rmont 








a-nms-sic 








Ohio 


Old of 1787 
Mar 3, 1.80.5 
May 7,1800 
Apr 7,1798 
Feb ■!, 1809 
Mar 3,1817 






Louisiana 
Indiana 

Ml-vSlsslpI)! 

Ilhnois 
Alab una 
Maine 


2 
2 
1 
2 
3 


331 
58 
B49 
514 
871 



NATIONAL AID TO COMMON SCHOOLS. 



29 



Tablb 1. — Historical and statistical data of the United States — Continued. 
[Compiled from Report of the Commissioner of the Land Office for 1867.1 



states and Territories, 


Act organizing Territory. 


Act admittiug State. 


Area in square 
miles. 


Population in 


U.S.Statutes. 


Vol. 


Page. 


U.S.Statutes. 


Vol. 


Page. 


1860. o 




June 4,1812 
Mar. 2,1819 
Jan. 11,1805 
Mar. 30, 1822 
June 12, 1838 


2 
3 
2 
3 
5 


743 
493 
309 
654 
235 


Mar. 2,1821 
June 15, 1836 
Jan. 26,1837 
Mar. 3,1845 
Mar. 3,1845 
Deo. 29, 1845 
Mac 3,1847 
Sept. 9,18.50 
Feb. 26, 1857 
Feb. 14,1559 
Jan. 29,1861 
Deo. 31,1862 
Mar. 21, 1864 


3 
5 
5 
5 
5 
9 
9 
9 
U 
11 
12 
12 
13 
13 
13 


645 
50 
144 
742 
742 
108 
178 
452 
166 
383 
126 
633 
30 
32 
47 


boa, 350 
52,198 
i)50, 451 
59, 268 
50, 045 

6274,356 
53,924 

6188,981 
83,531 
95,274 
81, 818 
23,000 
112, 090 

6104, 500 
75,995 

121, 201 
88,056 
69, 994 

240, .597 

113, 916 
90,932 

143,776 

68,981 

d 10 m. sq. 

557,390 


1,182,012 




435,450 




749, 113 




140,425 




674,948 




604, 215 




Apr. 20,183G 


5 


10 


775, 881 




305,439 




Mar. 3,1849 
.4ug. 14. 1848 
May 30, 1854 


9 
9 
10 


403 
323 
277 


173,855 




52, 465 




107,206 








Mar. 2, J 861 
Feb. 28,1881 
May 30,1854 

Sept. 9,1850 


12 
12 
10 

9 
9 

10 
12 
12 
12 
13 


209 
172 
277 

446 
453 
172 
239 
664 
808 
85 


c6,857 




034,277 




Mar. 1,1867 


28,841 


TEERITOKIES. 














Mar. 2, ISM 
Mar. 2,1861 
Feb. 24, 18(i3 
Mar. 3,1863 
May 26, 1804 






























































July 10,1790 
Mar. 3,1791 


1 
1 


130 
214 


I 






/1 26. 990 


! 

























aTotal population in 1860 was 31,500,000 ; estimated in 1867 to be 38,500,000. 5 Area taken from geographical authorities and not from public surveys. c To 
tlie white population in Nevada sliouid be added 10,507 Indians; and in Colorado, 2.261 Indians. d As estimated January 1, 1865. e That portion of District ot 
Columbia south of the Potomac River was retroceded to Virginia July 9, 18 16 (Statutes, volume 6, page 35). /By census of 1867. 



-Public school statistics of tlie United States in 1880, with number of teaclio's and pupils in private schools, prepared by Commissioner of 

Education. 



States, 


1 


1 

9 
a 

1 

CO 


g 

3 

a 

•a 
W 


i 

s 

'3 

> 
< 


o 

C si 

|| 

to 

> 
< 




S 
a 

a 


3 
ft 

.a 


1 
ft 

a 
1 


* 

ft 

a 

■| 


!^ 
1 

> 
< 


ill 


•o'o 

if 

a" 

III 




7-21 
6-21 
5-17 
6-21 
4-16 
6-21 
4-21 
6-18 
6-21 
6-21 
5-21 
5-21 
a6-20 
6-18 
4-21 
5-20 
.5-15 
5-20 
5-21 
5-21 
6-20 
5-21 
66-18 
65-21 
5-18 
5-21 
6-21 
6-21 
4-30 
6-21 
5-15 
6-16 
6-21 
8-14 
5-20 
5-21 
6-21 
4-20 


388,003 

247,547 

215,978 

35,566 

140,235 

35,459 

88,677 

6433,444 

1, 010, 851 

703,558 

586,556 

340,647 

545, 161 

273, 845 

214,656 

d276, 120 

307, 321 

506,221 

6271,428 

426, 689 

723, 484 

142, 348 

610, 295 

6/72, 102 

330, 685 

1,641,173 

459, 324 

61,043,320 

59, 615 

»1, 200, 000 

52,273 

i228, 128 

544,862 

230,527 

e92,831 

555, 807 

210, 113 

483, 229 


179,490 

70, 972 
158,765 

22, 119 
119,694 

27,823 

39,315 
236,533 
704,041 
511,283 
426,057 
231,434 
265, 581 

68, 440 
149, 827 
162, 431 
306, 777 
362,556 
180,248 
236,704 
476,376 

92,549 

67,590 
665,048 
204,961 
1,031,593 
225,606 
747, 138 

37,533 
937, 310 

44,780 
134,072 
290, 141 
186,786 

75, 238 
220, 736 
142, 850 
299, 258 


117,978 


80.0 


$2 08 


4,594 
3,100 
2,803 


4,615 

1,827 

3,595 

678 

J)3,100 

594 

1,095 

6,000 

22,255 

13, 578 

21,598 
7,780 
6,764 
2,025 
6,934 
3,125 
8, .595 

13,949 
6,215 
5,560 

10, 447 
4,100 
6184 

63,582 
3,447 

30,730 
4,130 

23,684 
1,314 

21,375 
1,295 
3,171 
5,945 
4,361 
4,326 
4,873 
4, 134 

10, 115 






$2,528,950 

6144,875 

2,006,800 

36,000 

2,021,316 

448, 999 

216,900 




$133,013 
614, 209 


Arkiinsas 






6$ 190, 186 
2,104,465 




100, 966 

12,618 

K8,421 


146.6 
689.0 
179.2 
n58.0 


617 17 
17 80 
11 01 
8 12 




14, 953 






' c7. Oil 




1,630 
561 

1,131 
65, 916 
11, 904 

9,383 
11,084 

5,233 


512 


13,900 


2,021,316 






26 607 




27, 040 

145, 190 

431,638 

321,659 

259,836 

137, 667 

/193,874 

45,626 

103, 113 

85,778 

233, 127 

/213, 898 

/117,161 

156, 761 

/219,132 

/60, 156 

65,108 

648,910 

115, 194 

573,089 

147,802 

476,279 

27,435 

601, 627 

29,065 














1 99 
9 61 
7 96 

11 25 

7 85 
3 85 

66 74 
6 53 

8 64 
/14 93 

68 11 
68 42 

2 70 


1,680 

1,497 

(592 

474 

979 


48, 452 
60,440 
(12, 112 
12, 724 
66,205 






Illinois 


150.0 
136. 
148.0 
107.0 
102.0 
118.0 
120.0 
m210. 
177.0 
141.0 
94.0 
77.5 
6100.0 
109.0 


9,049,302 


9, 041), 302 
9.085,235 

li's'lsrsw' 

1,755,682 
1,130,807 






6631, 914 




3,484,411 
2,297,590 




454,608 






1,494 


m247 


«4,404 




30,320 


Maine 


438, 287 
906, 229 
2, 086, 886 
2,880,942 
4,449,728 
6815,229 
8, 950, 806 
3,323,217 
6380, 000 




2,300 
5, .570 
6,695 
pi, 064 
65,367 
8,641 
2,922 














26,289 
18,854 








703 


3, 340, 949 
15,000,000 






250,485 
126, 233 


Mississippi 






Missouri 










12 29 






j20,7o4,810 


134, 025 










iiioi. 5 

192.0 
179.0 

54.0 
150.0 

89. 6 

147.0 

n 184.0 

77.0 

68.0 
073.0 
125.0 
113.0 

99.0 
162.5 




2,528 




62,066 

43,530 

Wl39,476 




624,809 

100, 000 

J/170,000 




9 48. 
10 09 
1 12 
8 59 
8 37 


572 


1,454,007 

j/7,265,807 

2200,000 


2,515,785 


New York 


p20,500 

5,503 

12,043 

6805 

618,386 

924 

2,973 

5,522 

6,127 

2,616 

4,854 

63,725 

5,984 


North Carolina 




ao531, 555 


Ohio 


292 
212 
r947 
208 


28,650 

3,744 

^24,066 

6,676 


245, 745 

30, 910 

ggl, 090, OOO 


Orejjon 


6562,830 








Rhode Island 


11 63 

2 42 


240,376 


266,950 


Routh Carolina 




Tennessee 


i9i,46i 


1,665 


41,068 


;i2,512,500 


62,512,500 
eS, 385, 571 




Texas 






Vermont 


48,606 
128,404 

91,701 
197,510 








6069, 087 


653, 690 


Vir"inia 


3 82 

4 43 
7 51 


1,609 


25,692 


1,488,765 

423, 989 

2,995,112 






423, 989 
2,747,844 


15, 320 
184, 409 




804 


25,938 




Total for States 




15,128,078 


9, 679, 675 


5,743,839 






187,005 




12, 993 


560,239 






6,392,048 















30 



NATIONAL AID TO COMMON SCHOOLS. 



Table 3. — Public school siatisHca of the United States in 1880, with number of teachers and pupils in private schools, &c. — Continued. 













a 


S 






e 




i. 


fife 










oi 


a 


■3 


f? 


^ 


a! 


■f 




3 






Torritoriea. 




a 


.a 


a 



v 


III 


.a 
3 


J3 

3 




1 


1 


Co 

Z a 

r% 

"1 


al 
|2 




i 


c. 
p. 


c 


! 


•^ 




■-. 


« 


» 


a 


55a 


1^1 


c» 
■s'5 .^ 




o 


g 


? 


2 


2 


I'^l 


£1 

a 


■3 


€ 




..2 


al| 


l%% 
































tc 


m 


« 


< 


< 


w 


iz; 


t< 


E-i 


Ph 


-< 


0, 


" 




6-21 


7, 148 


4,212 
8,(H2 
26, 439 


2,847 


100.0 
88.0 






101 

286 




• 


1 




Dukota 

District of Columbia 














6-17 


■a, 558 


20,637 


193. 


$14 87 


3)325 


433 






r, 1 , 


$60,385 


'^,'225 




5-21 




6,758 
i6, IWS 
.3,H7() 








212 
1.53 
Cl38 


;iiy6 

161 
Cl47 




aS, 006 










ill, 411 
7, 1171) 


i3,',)44 
2,500 


""96.0" 






663, 631, 125 




186,359 




4-21 
C7-1S 

G-18 
fc->-2l 
W-21 










New Mexico 




c81 


cl,259 






411, U72 
624,223 


24,326 
614,032 
62, 090 


17,178 
69,585 
61,287 


12s. 

687. 5 




6373 
310 


517 
6560 
649 












68 15 


631 


6451 






Wyomiiife' 






















Total for Tei-rilorics 




175, 4.57 


101,118 


61,154 






1,696 


2,610 


112 


6,921 




1 188,584 


nd total 




15,803,535 


9,780,773 


5,801,993 






188,701 


282,753 


13,105 


567, 160 






6,580,632 

















d Census of 1870. e In 1878. / Estimated. g In 1873. h In 1877. iln the Cherokee, Choc- 

fc For the winter. J In white schools only. m In cities ; 176 in counties. n In evening schools, 
p Approxini itely. r Number necessary to supply the schools. ( Private schools in public buildin;^. 

: i\ MM- ^i-lKiols. i) In 1879; exclusive of Philadelphia. mj In academies and private schools. x Kstiniuted average 

1111. il suites deposit fund, as reported in 1878, amounting to S4,014,52l. s In State and United States 4 pcrccnts, ordered 
-.1 l.xclii.^i\-e of 1,000,000 acres of swamp laud made subject to entry sale by last Legislature. 66 Funds in the live civilized 
L-li is iiscil for school purposes. cc From rents in 1879. cid State apportionment. ee Includes revenue from other 
ide intcrc.it on tlie United States deposit funds. (i^j State appropriation in lieu of interest on permanent fund. *A3far as 

w. v^v. - . - , -jcompanying is a more specific report on this point, which approximately e-xhibits (if we exclude the preparatory work 

doii^'byprivaTe normal schools) the uumber of private iustitutious, with teachers and pupils in them, giving secondary or superior instruction in each State 
and Territory. 



a For whites; for colored 6-16. 5 In 1879. o In 1875. 
taw, and Creek Nations. j In the five civilized tribes. 
61. o In the counties; 153 in cilit's a 

«In 1879; exclusive of N.vv ori.-n,^ ,.; 
number of pupils. ylmlua.- lUi 1 
to be sold by the last Lc;;iNl.tiun . .-. 
tribes, whole or part iuLL-rc^l ul" whicl 
funds. ff Apparently does 
reported by State euperiutendents; 



Table 2. — Showing tJie area of tlie several States and Territories containing public lands, and the quantity devoted for educational purposes by Congress 

up to June 30, 1867. 

[Compiled from Report of the Commissioner of the Land Oflice for 1867.] 



tates and Territories containing 
public lands. 



Ohio 

Indiana 

Illinois 

Missouri 

Alabama 

Jlississippi 

Louisiana 

Michit;an 

Arkansas 

Florida 

Wisconsin "'"Z!!!Z"!Z!!!!!^!;!!! 

California 

Minnesota 

OrcgoT, 

Kansiis 

Nevada 

Nebraska 

Wa.shitigton Territory 

New Mexico 

Utah 

Dakota 

Colorado 

Montana 

Arizona 

Idaho 

Indian 

American purchase from Ilussi: 

Total 



Area of Slates and Territories 
containing public lands. 



■c tniles. 
39,964 
33. 809 
5.5.410 
65, .3.50 
511, 722 
47, 1.56 
41.346 
56,451 
52, 198 
59, 208 
55, 045 
.53,924 
188,981 
8.3, .531 
95, 274 
81, 318 
112,090 
75, '.195 
69, 994 
121,201 
88, 056 
210, .597 
104, .51 K) 
143,770 
113,916 
90, 932 
68,991 
577, 390 



25, 576. 900 
21,6;S7.760 
35, 402, 400 
41,824,000 
32, 402, 080 
30, 179, 840 
26,461,440 
36,128,640 
33, 4(16, 720 
37, 931,. 520 
35, 228, SI 10 



72, IKJO, '.m 
58, 190,4.80 
44,1.54,240 
369, .529, 600 



2, 867, 185 1, 834, 998, 400 



650, 317 
9,85, 066 

1,199,0.39 
902, 774 
8.37, 584 
786, 044 

1,067,397 
8.80, 460 
91 IS, .503 
9ir., 144 
9,->s, 049 



•> 


8!II 


.300 


3 


9.S.5 


4.30 


2 


702 


014 


2 


4SS 


075 


4 


30'.l 


308 


3 


l.3i: 


S09 


,s 


554 


51 a 1 


3 


715 


!rt) 


I> 


112 


0.T, 


4 


(Wl 


.•ill) 


3 


233,137 



Universities. 



Granted for agricultural col- 
leges July 2, lS02.a 



Selected in 
place. 



U9, 852. 17 
"'96,(»'6.'40 



Located with 
scrip. 



1, 159, 499. 65 3, 192, 582. 22 



Keninining un- 
sold and un- 
appropriated 
June 30, 1867. 



14 



Acres. 

500. ( 
2,000.( 
2,000.( 

1, 835, 892. : 

6,915,081.; 

4,930,893.! 

0, .582, 841.! 

.5,180,640.1 
11,757,662.! 
17, 5 to, 374. ( 

.3,113,464.: 
10,016,700.1 
100,062,392.] 
.30,776,170.! 
52, 712, 078,1 
43, 11.8, 876. < 
67, 090, 382. ( 
42,52.3,927.; 
4l,627,4lH.; 
73,005,192.! 
51. 139,646.! 
29.5,2.84.! 
*)2, ,870, 065. ( 
86, 901, 605. ( 
68,.S55,9.54,( 



1,414,567,574.09 



aThe whole quantity liable to be issued under the act of July 2, 1863, is 9,000,000 acres. 



NATIONAL AID TO COMMON SCHOOLS. 



31 



Table 4. — Table prepared at the request of Hon. S. W. Blair, ty the Bureau of Education, showing the total population, school population, enroll- 
ment, average attendance, total number of teachers, length of school year in days, mimber of pupils or children of school age not attending school,per 
cent, of scImoI population enrolled in schools, per cent, of school population not enrolled in school in eighty-six cities {census 0/I88O). 



CiUea 


a 

ft 


1 
f 


n 

1 
g 


■0 
> 


as 
B 


i3 


tl 


ill 


o-g d 
o.S " 

a' 3 ti 




29, 132 
7,529 
13, 138 
34,555 
21,420 
233, 959 
35,629 
29,148 

42. 015 
62,882 
42,478 

159,871 
7,650 
9,890 
37,409 
21,891 

502,185 
29, 259 
75, 056 
26, 042 
22,408 
22,254 
16,546 
15, 452 
29,720 

123,758 

216,090 
16,8.56 
19,083 
33, 810 

332,313 

362, 839 
39, 151 
59, 475 
58, 291 

116, 340 

32. 016 
46,887 
41,473 
11,814 
55,785 
32, 431 

3.50,518 
30,518 
11,687 
32, 630 
13,397 
9,690 
120,722 
136, 508 
51,031 
90,758 
566, 663 
155, 134 
1,206,209 
89,366 
17,350 
2.55, 1.39 
160, 146 
51,647 
38,678 
50, 137 
17, 577 
78,682 
877, 170 
156, 389 
45,8-50 
15, 693 
104, 857 
49,984 
10,036 
12,892 
9,693 
33,592 
43,350 
16,513 
20, 550 
11,365 
12, 149 
21,966 
21,656 
63,600 
10,324 
115, 587 
11,748 




4,659 
882 
2,503 
6, 996 
3,895 
38, 320 
3,210 
6,229 
7,612 
11, 897 
7,043 
15,728 
804 
1,168 
4,100 
4,127 
59, .562 
4,761 
13,936 
4,138 
2,322 
3,686 
3,060 
1,935 
3,286 
19,990 
17,886 
3,120 
3,558 
6,797 
48, 066 
59,768 
4,800 
12,211 
11,452 
15,719 
5,727 
6,142 
4,338 
1,196 
5,259 
3,820 
55,780 
3,716 
1,880 
4,350 
2, 526 
1,891 
22, 776 
19,778 
7,901 
14, 049 
96,663 
18,606 
270, 176 
13, 869 
866 
36, 121 
24, 262 
7,902 
6,114 
7,615 
2,630 
11, 610 
105, 541 
26, 937 
10, 174 
2,580 
13,093 
7,284 


4,014 

717 

1,655 

5,067 


125 
14 
33 
129 
75 
686 
65 
91 
140 
230 
115 
259 
17 
17 
68 
32 
896 
76 
219 
78 
41 
71 
34 
30 
60 
325 
407 

n 

76 
128 

1,201 
118 
160 
218 
250 
106 
120 
96 
21 
62 
58 
1,044 
57 
46 
86 
52 
35 
328 
270 
142 
229 
1,315 
439 
3,357 
230 


172 










1,757 
6,169 
8,108 
4,943 

53, 892 
5,700 
6,641 
9, 652 

13,897 


875 
3,666 
2,112 
1,048 
15,572 
2,490 
1,412 
2, 010 
2,000 


50 
41 
74 
79 
71 
56 
79 
79 
86 


50 




180 
206 
200 
211 
190 
210 
201 
200 
207 
203 
176 
240 
200 
183 
200 
200 
200 
200 
190 
200 
180 
180 
198 
215 
208 
204 
187f 
200 
186 
206 
200 


59 




26 




21 




28,150 
1,953 
3,529 
4,886 
7,931 
4,472 

12,508 


29 




44 




21 




21 




14 








27,142 
1,011 
3,413 
10,500 
9,366 
137,035 
9,670 
26, 789 
8,096 
3.576 
3,476 
6,257 
2,816 
10,094 
46,587 
56,947 
5,479 
5,974 
10,660 
86,961 
57,703 
6,865 
9,121 
10, 988 
39,467 
9,784 
12,806 


11, 414 
207 
2,247 
6,400 
5,339 

77, 473 
4, 409 

11,853 
3,958 
1,2.54 
5,790 
3,197 
881 
6,809 

26,597 

39,061 
2,359 
2,416 
3,863 

38, 895 
3,065 
2,065 
3,090 
464 

23,748 
4,057 
6,664 


58 
79 
34 
39 
43 
43 
49 
52 
57 
65 
39 
49 
68 
32 
43 
31 
55 
60 
64 
55 
O103 
70 
nl34 
al04 
40 
58 
48 


42 




21 




828 
2,609 


66 




61 




57 




42,375 
3,386 
8,925 
2,975 
1,562 
2,555 
2,154 
1,607 
2,485 
13,498 
15, 190 
2,458 
2,061 
4,347 
29,961 
46,130 
4,232 
6,045 
7,913 
10,818 
3, .590 
4,248 
3,030 


57 




51 




48 




43 




35 




61 




51 




32 




68 




57 




69 




45 




40 




36 




45 








30 








200 
200 
200 
200 
200 






60 




42 




52 








3,000 
11,325 
8,908 
106, .372 
7,381 
2, .350 
4,774 
2,072 
2,251 
41,226 
41,935 
13, 672 
35,411 
181, 083 
.56,000 
3S5, 000 
37,000 
4,921 
87, 618 
49, 256 
14,662 
11,660 
14,898 
4,669 


1,804 

6,066 

5,088 

50,592 

3,605 

470 

424 

454 

30O 

18, 450 

22,457 

5,571 

21,362 

84,720 

37,394 

114,824 

23, 131 

4,055 

51,497 

24, 994 

6,700 

5,516 

7,283 

2,019 


39 
46 
43 
52 
50 
80 
91 
0I2I 
62 
55 
46 
58 
40 
53 
33 
70 
37 
18 
41 
49 
54 
52 
51 
57 


61 




3,146 
2,579 
36,449 


200 
200 
200 
200 
180 
190 
180 
200 
204 
210 
200 
210 
205 
201 
204 
200 


54 




57 




48 








1,436 
2,818 
1,630 






9 












12,905 
11,100 
4,750 
9,175 
52,677 
14,555 
132,720 
8,250 




Newark N J 








Albany, N Y 








Buffalo. N Y 




New York, N. Y 








Wilmington, N, C 




Cincinnati, Ohio 


27,279 
16,807 
5,953 
4,527 
4,739 
1,956 
8,287 
94, 145 
17, 387 
6,861 
1,808 
9,630 


671 
596 
149 
125 
126 

46 
202 
2,295 
526 
169 

53 
289 

91 


225 
196 
200 








Columbus, Oliio 








Toledo, Ohio 


200 
200 
193 
207 








Alles:heny, Pa 




Philadelphia. Pa 










Pittsburgh, Pa _ 












19,800 
3,419 
19, 108 
12,727 


220 
198 


9,626 

839 

5,115 

5,433 


51 

75 

57 








Providence, E. I 






197 




Columbia. S. C 








3,061 
2,100 
9,011 
12,460 
2,746 
3,022 


2,185 
1,509 
4, 105 
6,098 
1,756 
1,584 
1,566 
2,395 
1,613 
1,985 
5,821 
1,939 
17,085 
2,217 


1,382 
930 
2,389 
4,299 
1,172 
934 


30 
26 
63 
96 
23 
22 
32 
64 
26 
28 

129 
34 

2.39 
53 


180 
200 
151 
190 
160 
205 


870 

591 

4,906 

6,362 

990 

1,438 


71 
72 
45 
49 
64 
52 




Knoxville, Tenn 








Nashville, Tenn 








San Antonio. Tex 




Burlington, Vt 




Rutland, Vt 


6,695" 

7,417 

21,536 
3,517 

37,742 
5,874 












Norfolk, Va 


1,117 
1,494 
4,778 
1,745 
11,149 
2,017 


210 
174 
198 
185 


5, 0S2 

5, 4,34 
15,715 

1,578 
20,657 

3,657 


24 
27 
27 
55 
45 
38 


Ac 


Pelersburs, Va 

Kichinontl. Va 

Madison, Wis '. 


73 

73 


Milwaukee, Wis 




Onhkosh, Wis 














8,300,081 


2,052,923 


1,302,776 


858,533 


21,672 




750, 147 















a More than the school population. This is due to the fact that they are allowed to attend school after the school ag 
Average attendance about two-thirds of enrollment or one-third of population of school age. 
Thirty-four cities 50 per cent, and upward not enrolled at all. 



established by law. 



32 



NATIONAL AID TO COMMON SCHOOLS. 



Table 5. — Illiieracy in tlie United States, census of 1880. 



Stfttcs and Territories. 



Ahibuu 



Arkansas... 
California . 
Colorado... 
Connecticu 

Dakota 

Delaua,.-.. 



Di,. 
Florida 



llal.d . 



ills 



Ma, 
Ma. 
Mic-hiKa 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

NewHampslii 
New Jersey.... 
New Mexico.. 

New York 

North Carolin: 

Ohio 

Oretron 



Ehoduislai,,!... 
South Carolina 

Tennessee 

Texas 

Utah 

Vermont ., 

Virginia 

Washington 

"West Virsinia ., 

Wisconsin 

Wyoming 



Total 50,155,783 



, 021, (il.5 
'.islli, O'JB 
, (ilS.U'.HI 



.31(1, iJ'.ll 
1,131,115 

11<),.')65 
>, 082, 871 
L,3M),750 
i, 188, 063 

171, 768 
1,232, , SOI 

270,531 

B95, 577 
1,512,359 
L, ,591, 749 

113, 963 

332,286 

1,512,563 

75, 116 

618,457 

1,315,497 

20,789 



370, 279 

5, 496 

153, 229 

48, 583 

9, .321 

20, 9S6 

3,094 

16,912 

21,. 541 

70,219 

410, 6.S3 

1,384 

96, 809 

70, 008 

2,S, 117 

25,503 

258, 186 

297,312 

IS, 181 

111,3.87 

75,635 

47,112 

20,551 

31.5,612 

138,818 

1, 5.30 

7,830 

3, 703 

11,982 

39, 136 

52, 994 

166, 625 

367, 890 

86, 754 

5,376 

146, 13S 

17, 450 

321,780 

294, 385 

256, 223 

4,851 

12, 993 

360, 495 

3,191 

52, 041 

38,693 



29.33 
13.59 
19.09 
5.62 
4.80 
3.37 
2.29 
11.54 
12.13 
26.08 
28. 96 
4.24 
3.15 
3.54 
1.73 
2.56 
15. 66 
31.63 
2.80 
11.91 
4.24 
2.88 
2.63 
27. S9 
6.40 
3.91 
1.73 
5.95 
3.15 
3.46 
44.32 
3.28 
26.28 
2.71 
3.08 



32.32 
19.09 
16.10 
3:37 
3.91 
23.83 
4.25 
8.41 
2.94 
2.05 



9.82 






433, 447 
5,842 
202,015 
53,430 
10, 474 
28, 424 
4,821 
19,414 
25, 778 
80, 183 
520,416 
1,778 
145, 397 
110,761 
46, 609 
39, 476 
348, 392 
318, 380 
22, 170 
134, 488 
92, 980 
63,723 
34,546 
373,201 
208,754 
1,707 
11, 528 
4,069 
14, 302 
53, 249 
57, 156 
219, 600 
403, 975 
131, 847 
7,423 
22,8, 014 
24, 793 
369, 813 
410,722 
316, 132 
8,826 
15,837 
430,352 
3,889 
85,376 
55, .558 
556 



6, 239, 958 



34.33 
14.45 
2.5.17 
6.18 
5.39 
4.56 
3. .57 
13. 24 
14.51 
29.75 
3:!.75 
5.45 
4.72 
5.60 
2.87 
3.96 
21.13 
33.87 
3.42 
14.33 
5.21 
3.89 
4.42 
32.98 
9.63 
4.36 
2.55 
6.53 
4.12 
4.71 
47.80 
4.32 
33.15 
4.12 
4.25 
5.32 
8.97 
37.15 
26.63 
19.88 
6.13 
4.77 
28.45 
5.18 
13.80 
4.22 
2.67 



12.44 



662, 185 
35, 160 
591, 531 
767, 181 
191, 126 
610, 769 
133, 147 
120, 100 
118,006 
142, 605 
816, 906 
29, 013 

3,031,151 

1,938,798 

1, 614, 600 
952, 155 

1, 377, 179 
454, 954 
616, 852 
724, 093 

1,763,782 

1, 614, 560 
776, 884 
479, 398 

2, 022, 826 
3.5,385 
419, 764 
53, 556 
3-16, 229 

1, 092, 017 
108, 721 

5,016,022 
807,242 

3, 117, 920 
163, 075 

4,197,016 
269, 939 
391, 105 

1,138,831 

1,197,237 
142, 423 
331,218 
880,858 
67, 199 
592,537 

1,309,618 
19, 437 



43, 402, 970 



u 2 to 

Is! 



111,767 

4,824 

98,5-42 

26,090 

9,906 

26,763 

4,157 

8,346 

3,988 

19,76:j 

128, 934 

78-1 

132, 426 

100, 398 

44, 3.37 

24,888 

214, 497 

58,951 

21,758 

44,316 

90, 658 

58, 932 

33, .506 

53,448 

152, 510 

6.31 

10, 926 

1,915 

14, 208 

44, 049 

49, 597 

208, 175 

192,032 

115,491 

4, 343 

209, 981 

23, 544 

59, 777 

216,227 

123,912 

8,137 

15, 681 

114, 692 

1,429 

75,237 

54, 2.33 

374 



16.88 
13.72 
16.66 
3.40 
5.18 



13.86 
15.78 
2.70 
4.37 
5.18 
2.75 
2.61 
15.58 
12.96 
3.36 
6.12 
5.14 
3.65 
4.31 
11. 15 
7.54 
1.78 
2.43 
3.58 
4.10 
4.03 
45.62 
4.15 
22.14 
3.70 
2.66 
5.00 
8.72 
15.28 
18.99 
10.35 
5.71 
4.73 
13.02 
2.13 
12.70 
4.14 
1.92 

6.96 



600,320 

5,280 

210, 994 

97,513 

3,201 

11,931 

2,030 

26, 448 

59, 618 

126, f?8S 

725,274 

3,597 

46,720 

39, .503 

10, 015 

43, 941 

271,511 

484, 992 

2,084 

210, 2.50 

19,303 

22,377 

3,889 

652, 199 

145,5.54 

3,774 

2. 638 

8.710 

762 

39,099 

10,844 

66,849 

532, 508 

80, 142 

11,693 

85,875 

6,592 

604, 472 

403, 528 

394,512 

1,540 

1,068 

631,707 

7,917 

25,920 

5, 879 

l.a52 



321,680 

1,018 

103, 473 

27,340 



11,008 

21,790 

60, 420 

391, 482 

994 

12, 971 

10,363 

2,272 

14,588 

133,895 

259,429 

412 

90, 172 

2,322 

4,791 

1,040 

319,753 

56.244 

1,076 

602 

2,154 

94 

9,200 

7,5.59 

11,425 

271,943 

16,a56 

3,080 

18,033 

1,249 

310,071 

194, 495 

192, .520 

689 

155 

315,060 

2,400 

10,139 



-is 



53. .58 
19.28 
49.04 
28.04 
17.74 
13.92 
32.71 
41.85 
36.55 
47.62 
53.98 
27.63 
27.76 
26.23 
22. 69 
33.20 
49.31 
53.49 
19.99 
42.89 
12.03 
21.41 
26.74 
49.03 
38.64 
28.51 
22.82 
24.73 
12.34 
23.53 
69.71 
17.09 
51.07 
20.41 
26. 34 
21.00 
18.95 
51.30 
48.20 
48.80 
44.74 
14.61 
49.97 
31. (»7 
39.12 
22. 51 
13.46 

47.70 



Depaetment of the Interior, Census Office, 

Washington, D. C, February 26, 1884. 
Sir; In response to your communication of this day, inclosing certain printed tables relating to the public schools and to the illiteracy of the United Stales 
by States, I Uqv: to return the same, with such cha,iges in the figures as are necessitated by the records of this otfice. 

The cohnniis of the tabic of illitei-acy reading "Total colored population" should be altered to read "inclusive of Chinese, Japanese, and civilized Indians." 

Very respectfully, GEO. W. KICH.iltDS, Acllug StiperinUndtiit. 

Hon. Albert S. Willis, M. C, House of Representatives, 

Table 6. — 7'hc total and illiterate population 10 years old or over, the wldte and illiterate white population of the same age, the colored and illiterate 
colored population of the same aijc, and the pcrc ntage of illiterates to population in each case and for each State and Territory. 

[From the census of 1880.] 





V. 


E 




oT'O 


o ^ 




■OTJ 


""S 






>'i 


h 




§3 


S 




1° 


* * 






2g 


s§ 




^2 

_ 


el 






-3 




States and Territories. 


c'-o 


-■o 




^ 






°S M 








0.° 


22 


St 


a g 


pE 


(2 


.53.0 


00 > 


c 
S^ 


Alnbama 


8.51,780 


4.33,447 


50.9 


4.52,722 


111,767 


24.7 


399, a58 


321,680 


80.6 


Arkansas 


.531,876 


202,015 


38.0 


393, 905 


9S, 542 


25.0 


137,971 


101,473 




California 


681,062 


53,430 


7.8 


589, ass 


20, 090 


4.4 


91,827 


27,340 


29.8 


Colorado 


158, 220 


10,474 


6.6 


1.5.5,4.56 


9,906 


6.4 


2,764 


568 




CoiincLli(.nt 


497,303 


28, 424 


B.7 


487,780 


26,763 


5.5 


9,523 


1,661 


17.4 


I)ela»aiL 


110,8.56 


19,414 


17.5 


91,011 


8, 346 


9.1 


19,245 






Floiida 


181,650 


80,183 


4.3.4 


99, 137 


19,763 


19.9 


8.5,513 


60, 420 


70.7 


Gcoigia 


1,043,840 


520,416 


49. 9 


5l3, 977 


128, 934 


22.9 


479, 863 


391,482 


81.6 


Illinois 


2,269,315 


145, .397 


6.4 


2, 2:14, 478 


132,426 


5.9 


34,837 


12,971 


37.2 


Indiana 


1,468,095 


110,761 


7.5 


1, 4.38, 955 


100, .398 


7.0 


29, 140 






low a 


1,181,641 


46, 009 


3.9 


1,174,063 


44,a37 


3.8 


7,578 








704,297 


39,476 


5.6 


673, 121 


24,888 


3.7 








KLMl„<k\ 


1,16.3,498 


348,392 


29.9 


973, 275 


214,497 


22.0 


190, 223 






Loins,,, I,, I 


649, 070 


318,380 


49.1 


320,917 


58,951 


18.4 








Maine 


619,669 


22,170 


4.3 


518,011 


21,758 


4.2 


1,658 


412 




Mttr> land 


695,364 


1M,48S 


19.3 


514, 086 


44,316 


8.1 


151,278 


90,172 


59.6 


Massachuattts , . .. . 


1,432,133 


92,980 


0.5 


1,416,767 


80,658 


6.1 


15,416 


2,322 





NATIONAL AID TO COMMON SCHOOLS. 



33 



Table 6. — The total andilliterate population 10 years old or over, the white and illileraie xchiie popiikiiion of the same age, &c. — Contiuiu d. 



Statps and Territories. 


o ^ 

.2 = 

(2 


rt 
O g 


Si 


Number of -nliites, 
10 years old and 


c ^■ 
So 


i 


9 o 

III 

"A 


y 
■TO > 


i2 




1,236,686 

559,977 

753, 693 

1,557,631 

318,271 

50, 666 

286,188 

865,591 

3,981,428 

959, 951 

2,399,367 

130,565 

3,203,215 

220,461 

667.456 

1,062,130 

1,064,196 

264,052 

1,059,034 

428,587 

965,712 

32,922 

99,849 

136,907 

25,005 

31,989 

87,966 

97,194 

55,720 

16, 479 


63,723 

34,546 

373, 201 

208,754 

11,528 

4,069 

14,302 

53,249 

219, 600 

463,975 

131,847 

7,423 

228,014 

24,793 

366,848 

410,722 

316,432 

15,837 

430,352 

85,376 

55,558 

5,842 

4,821 

25,778 

1,778 

1,707 

67,156 

8,825 

3,889 

556 


5.2 
6.2 
49.5 
13.4 
3.6 
8.0 
5.0 
6.2 
5.5 
48.3 
5.5 
5.7 
7.1 
11.2 
55.4 
38.7 
29.7 
6.0 
40.6 
19.9 
5.8 
17.7 
4.8 
18.8 
7.1 
5.3 
65.0 
9.1 
7.0 
3.4 


1,219,906 
557,183 
328, 296 
1,453,238 
316,312 
42,595 
285,594 
835,385 
3, 927, 603 
608,806 
2,339,528 
119,482 
3,136,561 
215,158 
272,706 
790,744 
808,931 
263,245 
630,584 
410,141 
961, 433 
28,634 
98,348 
91,872 
21, 481 
28,986 
79,767 
95,876 
49,269 
15,240 


58,933 

a3, 500 

53,448 

152,510 

10, 926 

1,915 

14,208 

44,049 

208, 175 

192, 032 

115,491 

4,343 

209,981 

23,544 

59,777 

216, 227 

123,912 

15,681 

114,692 

75,237 

54,233 

4,824 

4,157 

3,988 

784 

631 

49,597 

8,137 

1,429 

374 


4.8 
6.0 
16.3 
10.5 
3.5 
4.5 
5.0 
5.3 
5.3 
31.5 
4.9 
3.6 
6.7 
10.9 
21.9 
27.3 
15.3 
6.0 
18.2 
18.3 
5.6 
16.8 
4.2 
4.3 
3.6 
2.2 
62.2 
8.5 
2.9 
2.5 


10,780 

2,794 

425,397 

104,393 

1,959 

8,071 

594 

30,200 

53,825 

351,145 

59, 839 

11,083 

66,654 

5,303 

394,750 

271,386 

255,265 

807 

428,450 

18,446 

4,279 

4,288 

1,501 

45,035 

3,524 

3,003 

8,199 

1,318 

6,451 

1,239 


4,791 

1,040 

319,753 

56,244 

602 

2,154 

94 

9,200 

11,425 

271, 943 

16,356 

3,080 

18,033 

1,249 

310,071 

194,495 

192,520 

156 

315,660 

10,139 

1,325 

1,018 

664 

21,790 

994 

1,076 

7,559 

689 

2,460 

182 


23.5 


ATI %ntn 




^. . . : 


75.2 


TVTiq^niiri 




Nebraska 


30.7 








15.8 




30.5 




21.2 




77.4 




27.3 




27.8 








2.3.6 




78.5 




71.7 




75.4 


Vermont 


19.3 




73.7 




55.0 




31.0 




23.7 




44.2 




48.4 




28.2 




a5.8 




92.2 




52.3 




38.1 




14.7 








36,761,607 


6,239,958 


17.0 


32,160,400 


3,019,080 


9.4 


4,601,207 


3,220,878 


70.1 







Table 7. — The white and colored adult males and the adult male illiterates of the ttoo races, with percentages, for each State and Territory.- 

[From the census of 1880.] 



States and Territories. 


Total -white 
male adults. 


Illiterate 

white male 

adults. 


Per cent. 


Total colored 
male adults. 


Illiterate 

colored male 

adults. 


Per cent. 




141,461 
136, 150 
262,583 
92,088 
173,759 
31,902 
34,210 
177,967 
783,161 
487,698 
413,633 
254,949 
317,579 
108, 810 
186, 659 
183,522 
496, 692 
461,557 
212, 399 
108,254 
508, 165 
128,198 
25,633 
104, 901 
289,965 
1,388,692 
189,732 
804, 871 
51,636 
1,070.392 
75,012 
86,900 
250,055 
301,737 
95.307 
200, 248 
132.777 
338,932 
18,046 
50. 962 
31.935 
11,009 
19,636 
30, 981 
32.078 
24,251 
9,241 


24,450 
21,349 
12,615 
3,627 
9,501 
2,955 
4,706 
28,571 
44, 536 
33,757 
16,202 
7,998 
54,956 
16,377 
8,420 
15.152 
30,951 
26,330 
12,372 
12,473 
40,665 
3,830 
1,173 
5,264 
15,902 
76, 745 
44,420 
40, 373 
1,669 
65,985 
7,157 
18, 924 
46, 948 
33,085 
6,731 
31, 474 
19, 055 
21, 221 
2,150 
1,678 
],.^^0 
319 
410 
14, 898 
2. 137 
612 
160 


17.3 
15.7 
4.8 
3.9 
5.5 
9.3 
13.8 
16.1 
5.7 
6.9 
3.9 
3.1 
17.3 
15.1 
4.5 
8.3 
6.2 
5.7 
5.8 
11.5 
8.0 
3.0 
4.6 
5.0 
5.5 
5.5 
23.4 
5.0 
3.2 
6.2 
9.5 
16.0 
18.8 
11.0 
7.1 
15.3 
14.4 
6.3 
11.9 
3.3 
4.2 
2.7 
2.1 
48.1 
6.7 
2.0 
1.7 


118,423 

46,827 

66,809 

1,520 

3,532 

6,396 

27,489 

143,471 

13,686 

10,739 

3,025 

10,765 

58,642 

107,977 

664 

48,584 

5,956 

6,130 

1,&52 

130, 278 

33,042 

844 

5,622 

237 

10,670 

20, 059 

105,018 

21,706 

7,993 

2.3,892 

1,886 

118,889 

80,250 

78,039 

314 

128,257 

6,384 

1,550 

2,352 

641 

1,3,918 

3.126 

1,908 

3,095 

693 

3,419 

939 


96,408 

34,300 

16,857 

289 

696 

3,787 

19. UO 

116,516 

5,271 

4,345 

1,001 

5,623 

43,177 

86,555 

144 

30,873 

941 

1,852 

364 

99,068 

19,028 

256 

1,194 

42 

3,560 

4,521 

80,282 

7,041 

2,005 

6,845 

467 

93,010 

58,601 

59, 669 

82 

100,210 

3,830 

474 

422 

210 

7,520 

869 

483 

2,779 

356 

1,126 

84 


81.4 




73.2 








19.0 




19.7 




59.3 


Florida 






81.2 




38.5 




40.5 




33.4 




52.2 












21 7 








15 8 


Micliigan 
































New York 








Ohio 








Pennsylvania 




























































Utah 




W.ishinston 




Wyoming. 








Total 


11,343,003 


836, 050 




1,032,151 













34 



NATIONAL AID TO COMMON SCHOOLS. 



-Colored schools and colorcd-scJtool enrollment in Vie SoiUliern States for five yearSj from 1877 to 1881, hotJi dates inclusive, 
[Prepared by the United States Bureau of Education.] 





1S77. 


1878. 


1879. 


1880. 


1881. 




1 

CD 


1 
g 


oi 

o 
.a 
m 


c 

a 
1 

a 
W 


CO 


1 


to 


*** 

1 

1 


1 


1 

1 




10, 792 
27 
23 
13 
17 

3 

2 


671,506 

S,7S5 

2,807 

1,270 

462 

14 

74 

99 


14,247 
34 
28 
15 
19 
3 
4 


085,150 

5,236 

5,290 

1,620 

626 

44 

94 

121 


14,341 
42 
42 
16 

~3 
4 


085,942 

6,171 

5,297 

1,933 

702 

42 

99 

120 


10,669 
44 
36 
15 
22 
3 

2 


784,709 

7,408 

5,237 

1,717 

800 

S3 

S7 

122 


17,248 
47- 
34 
17 

*3 


802,372 






5,284 












Sehoolaof medicine 












Total 


10,879 


580,017 


14,472 


668,181 


14,472 


700,306 


16,793 


800, 113 


17,375 









Table 9. — Giving the popular majorities received at ike last three Presidential elections, and the mimler of illiterate voters as shmim ly the census of 1880. 





C3 . 


• N 


%t 


eg 
















states and Territories. 






">: 


S-A 


"2 
















3^ 




P 


(S'° 


= ? 


Alnbnum 


10 


10,828 


33,772 


34,509 


120,859 


Aikinsns 


6 


3,446 


19, 113 


18,828 


55,648 


Delnwnro 


3 


422 


2,629 


1,033 


6,742 


t'loridii 


i 


2,336 


a920 


4,310 


23,816 


Georui I 


' 11 


9,806 


79,642 


49,874 


145,087 




12 


8,855 


59,772 


43,000 


98,133 


Ix>Ul-l ir I 


8 


14,634 


64,627 


27,316 


102,932 


Alnul u 


8 


908 


19,756 


15,191 


46,025 


Ml'.-..- 1 , . 


8 


34,887 


59, 568 


. 40,896 


111,541 


Mis-,, nil 


15 


29,809 


54,389 


55,042 


59,683 




10 


21,675 


17,010 


8,326 


124, 702 


South ( 11. 111. I 


7 


49,400 


964 


54,241 


106,934 


Temn.— ec 


12 


8,730 


43,600 


20, 514 


105,649 


Tevns 


8 


16,595 


49, 955 


98,383 


92.754 


Virginia 


11 


1,772 


44,112 


43,956 


131,684 


A\Cbt Vlltlll' I 


5 


2,204 
12,234 


12,384 
2,738 


11,148 
78 


22,685 




138 




Californii 





20,472 


Coloi iili> 


3 






2,800 


3. 916 


<>ollncttlLllt 


6 


4,348 


1,712 


2,055 


10, 197 


niiMoi-. 


21 


53, 948 


19,630 


40,716 


49, S07 




15 


21,098 


5,515 


6,036 


38,102 




11 


58, 149 


50, 191 


78,000 


17,211 


Knn-ns 


5 


33,482 


32,511 


01,000 


13,021 




7 


32,335 


15,814 


8,868 


8,5M 


JMassaclmsctts. 


13 


74, 212 


40,423 


53,245 


31,892 


Michigan 


1] 


55,968 


15,542 


63,890 


28,1,82 


Minnesota 


5 


20, 694 


21,780 


40,588 


12,730 


jSebraskn 


3 


10,517 


10,326 


26,456 


4,092 


Nevada 


3 


2,177 


1,075 


879 


2,367 


New Ilampbbirc 


5 


5,444 


2,954 


4,058 


5,306 


New Jer'-ej 


9 


14,570 


11,690 


2,010 


19,463 


Nl^i York 


.35 


51,800 


26,568 


21,033 


81,266 


Ohio 


22 


34,268 


7,500 


34,227 


47,414 


Oregon 


3 


3,517 


547 


671 


3,074 


Pcnn.i}l\ania 


29 


135, 918 


9,375 


37,276 


72,830 


Khodc Island 


4 


8,336 


4,947 


7,416 


7,624 


Vermont 


5 


29, 961 


33,838 


27,000 


6,813 


\V isconsin 


10 


17,686 


5,205 


29,763 


21,695 




231 





a Or 94. 6 Or 5, 303. 

The Southern States, seventeen in numher, including the District of Columbia, are usually classed together as a section of the country re- 
quiring special help. Of all hut Maryland, Missouri, and the District of Columbia this is true. The following table exhibits their condition: 

Table 10. — Comparative statistics of education at the South. 



White. 



to 



Ainbauuv.. 
Arkansas. 
Delaware. 
Florida.... 
Georgia... 
Kentucky 
Louisiana 



217,590 

6181,799 

31,505 

646,410 
d236, 319 
c478,597 
Cl39. 661 



H 



107,483 
c53,229 
25, 053 
cl8,871 
150, 134 
c241,679 
d44,052 



170,413 


72,007 


654,332 


cl7,743 


3,954 




6-12,099 


c20,444 


dl97,125 


86,399 


c66, 504 


c23,902 


C1S1,184 


d34,470 



$375, 465 
238,056 
207,281 
114, 895 
471,029 
803,490 
480,320 



NATIONAL AID TO COMMON SCHOOLS. 



35 



Table 10. — Comparative statistics of education at the South — Continued. 



W 



Maryland 

MissiBsippi 

Missouri 

Nortli Carolina 

South Carolina 

Tennessee 

Texas 

Virginia 

"West Virginia 

District of Columbia, 

Total 



403,3 
W71, 4 
314,8 



134, 210 
112, 994 
454,218 
136,481 

61,219 
229, 290 
138, 912 
152, 136 
13S, 779- 

10, 934 



3, 899, 901 



2,215,074 



/63, 591 
251,433 

41, 489 
167,554 
glU, 315 
141,509 
7l62, 015 
240, 980 
7,749 

13,946 



$1,544,367 
800,704 
3,152,178 
352, 882 
S24, 629 
724, 862 
753, 346 
946, 109 
716,864 
438, 507 



1, 803, 257 



784,709 



12,475,044 



a In Delaware the colored public schools have been supported by the school tax collected from colored citizens only ; recently, however, they have received an 
appropriation of S2, 400 from the State; in Kentucky the school tax collected from colored citizens is the only State appropriation for the support of colored 
schools; in ^Maryland there is a biennial appropriation by the Legislature; in the District of Columbia one third of the school money is set apart for colored pub- 
lic schools, and in the other States mentioned above the school moneys are divided in proportion to the school population, "without regard to race. 6 Several 
counties failed to make race distinctions. c Estimated. d In 1879. e For whites the school age is to 20; for colored to 10. /Census of 1870. g In 1877. 
h These numbers include some duplicates; the actual school population is 230,527. 



Excluding the Stales of Maryland and Missouri and the District of 
Columbia, and the total yearly expenditure for both races is only 
$7,339,932, while in the whole country the annual expenditure is, from 
taxation §70,341,435, and from school funds §6,580,632, or a total of 
176,922,067 (see tables 2 and 7), or one-tenth of the whole, while they 
contain one-fifth of the school population. The causes which have 



produced this state of things in the Southern States are for less impor- 
tant than the facts themselves as they now exist. To find a remedy 
and to apply it is the only duty which devolves upon us. Withoiit 
universal education not only will the late war prove to be a failure, 
but the abolition of slavery be proved to he a tremendous disaster, if 
not a crime. 



Table 11. — Population and assessed valuation ofjiersonal property and real estate in the United States, from census reports for 1860, 1870, and 1880, 



States and Territories. 



Alabama 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Dakota 

Delaware 

District of Columbi: 

Florida 

Georgia 



Kansas 

Kentucky. 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota , 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada, 

New Hampshire.. 

New Jersey 

New Mexico 

New York 

North Carolina.... 

Ohio 

Oregon 

Pennsylvania 6.... 

Rhode Island 

South Carolina.... 
Tennessee 



Utah 

Vermont 

Virginia 

"Washington. 
"West Virgin] 
"Wisconsin.,.. 
"Wyoming.... 

Total .. 



Population. 



904,201 



435,450 
379, 994 
34, 277 
460, 147 
4,837 
112, 216 
75, 080 
140, 424 
,057,286 



,711,951 

,350,428 
671,913 
107, 206 

., 155, 684 
708,002 
628, 279 
687,049 

..231,066 
749, 113 
172, 023 
791, 305 

.,182,012 



28,841 

6,857 

326,073 

672, 035 

93,516 

1,880,735 

992, 622 

1,339,511 

52. 465 

!, 906,215 

174, 620 

703, 70S 

.,109,801 

604, 215 

40, 273 

315, 098 

., 596, 318 

11,594 



775, 881 



39, 767, 223 
41,084,645 
68, 929, 685 
618,232,387 



389,207,372 
411,042,424 
205,160,983 

22,518,332 
528,212,693 
435,787,265 
154,380,388 
297,135,238 
777,157,816 
163,533,005 

32,018,773 
509,472,912 
200,935,851 



7, 426, 949 



123,810,098 
296,682,492 

20, 838, 780 

1, 390, 404, 638 

292,297,602 

959, 867, 101 

19,024,915 
719,253,335 
125, 104, 305 
489, 319, 128 
382, 495, 200 
207, 792, 335 
4, 158, 020 

84,758,619 

057,021,336 

4,394,735 



185, 945, 489 



12,084,560,005 



Population. 



996,992 

9,658 

484, 471 

560,247 

39, 864 

537,454 

14, 181 

125,015 

131,700 

181,748 

1,184,109 

14,199 

2,539,891 

1,680,637 

1,194,020 

364, 399 

1,321,011 

726,015 

626, 915 

780, 894 

1,457,351 

1,184,059 

439, 706 

827, 922 

1,721.295 

20,595 

122,933 

42,491 

318, 300 

906, 096 

91,874 

4,382,759 

1,071,361 

2,665,200 

90,923 

3,521,9.51 

217, 353 

705, 606 

1, 258, .520 

81 S. 579 

86, 786 

330, 551 

1, 225, 163 

23,955 

442, 014 

l,a54,670 

9,118 



38,558,: 



155, 582, 595 
1,410,295 
94, 528, 813 
269, 644, 068 
17, 338, 101 
425, 433, 2.37 
2, 934, 489 
64, 787, 223 
74,271,693 
32, 480, 843 
227, 219, 519 
5,294,205 
482,899,575 
663,455,044 
302, 515, 418 
92,125,861 
409, 544, 294 
253, 371, 890 
204, 253, 780 
423,834,918 
1,591,983,112 
272,242,917 
84,135,332 
177, 278, 890 
556, 199, 969 
9,943,411 
54,584,616 
25,740,973 
149,065,290 
624,808,971 
17, 784, 014 
1,967,001,185 
130, 378, 623 
1,107,731,097 



31, 



1,510 



1,313,230,042 
244, 278, 854 
183,913,337 
253,782,101 
149, 7.32, 929 

12, 505, 842 
102,548,538 
365,439,917 

10, 042, 803 

140,538,273 

333,209,838 

5,516,748 



14,178,986,733 



1,262,505 

40,440 

802,525 

864, 694 

194, 327 

022,700 

135, 177 

146, 608 

177, 624 

269,493 

1,542,180 

32, 610 

3,077,871 

1,978,301 

1,624,615 

996, 095 

1,648,690 

939, 946 

648, 036 

934, 943 

1,783,085 

1,636,937 

780, 773 

1,131,597 

2, 168, 380 

39, 159 

452, 402 

62, 200 

340, 991 

1, 131, 110 

119,505 

5, 082, 871 

1,399,750 

3,198,062 

174,768 

4,282,891 

276,531 

995,577 

1, 542, 359 

1,591,749 

143, 963 

332, 280 

1,512,565 

75, 110 

618, 457 

1,315,497 

20, 789 



50, 155, 783 



122, 807, 228 

9, 270, 214 

86, 409, 304 

584, 578, 036 

74,471,693 

327, 177, 335 

20,321,530 

59, 951, 643 

99,401,787 

30,938,309 

239,472,599 

6,440,876 

786,616,394 

727, 815, 131 

398,671,251 

160, 861, 689 

350,563,971 

160,162,439 

235,978,716 

497, 307, 675 

1,584,750,802 

517,884,359 

2.58,028,687 

110, 028, 129 

532,795,801 

18,609,802 

90,585,782 

29, 291, 469 

104. 299, 531 

572, 518, 301 

11,303,400 

2,051,940,006 

156, 100, 202 

1, 534, 360, 508 

53,522,084 

11,683,459,010 

252, 530, 073 

133, .500, 135 

311,778,5.38 

320,304,515 

24,775,279 

86,800,775 

308, 455, 1.35 

23,810,693 

139,622,705 

438,971,751 

13,621,829 



,893 



ainerease.per 
cent., 1860 to 
1880. 



84 


— 52 


128 


319 


467 




35 


— 4 


2,695 




31 


51 


137 


142 


■ 92 


— 55 


46 


-61 



for JS.SO was 



36 



NATIONAL AID TO COMMON SCHOOLS. 



lu this connection it is ijroper to observe that in the States where 
slavery existed in 18G0 the valuation then aggregated $3,989,029,642, of 
■which 6842,927,400 was in slaves, and jiroper allowance mnst be made 
for this fact in estimating present power to bear taxation. The negroes 
were then taxed ; they were productive as property. Now they require 



to be educated; then education would have destroyed them as prop- 
erty. They are now doing little more as a totality than to support them- 
selves. Their taxable property is thus far very slight. 

The following ta,ble gives the actual taxation for the support oJ 
schools in the year 1880 : 



Table 12. — Amount raised hy taxation for support of piiblic schools in each Stale and Tcrrilonj daring the year 1830. 
[Prepared by Bureau of Education, at request of H. TV. Blaie.] 



Amount received from taxation. 



States and Territories. 


From state lax. 


From local tax. 


Tot.il. 


, 


$130,000 
6111,605 
1,318,209 


a$120,000 

77,475 

1,393,572 

c336,333 
1,066,314 

dl51.045 


$2.30,000 


. .j^ ' 


189,080 




2,711,781 




c336, 333 


p * .. ■■y 


210,353 


1, 276, 067 


D^lnwnve 


dl51,045 


... -J 


(140, 530^ 


104,530 


^. • 


c3.15,790 
1,000,000 
/1, 456, 831 


125,239 

5,735,478 

/2, 108, 302 

4,227,300 

1, 276, 786 

0382,038 

7i94,000 

596,295 

721,571 

4,372,286 

2,074,073 

1,073,837 

334,769 

2, 163, 330 

713, 155 


471,029 




0, 735, 478 




/3, 62.5, 136 




4,227,300 






1,276,785 


Kentucky 


535, 354 
350,000 
224,565 
491,406 


917,392 
7l450, 000 


INIninp 


820,860 




1,212,977 




4,372,286 


-.,-%■ 


1379,758 
257,689 


2,453,831 


Rriniiesota 


1,331,526 


,|- ,■ ■ - 


334,769 






2, 163,330 




73,808 


786,963 












/541,716 




1,017,785 
2,750,000 


724,413 
6. 925. 992 


1,742,198 




9,675,992 




(314,7191 


314,719 




1,558,207 
133,477 


5,155,879 

79,562 

7,064,116 

414, 852 


6,714,086 




213, 039 




7, 046, 116 




80,800 


495,652 




440,110 








J 698, 776 




J.-678,603 
113,173 
596,516 
212,753 
J25,000 




/;678, 603 




304,318 

665,459 

490,432 

2,198,581 


417,491 




1,261,975 




702, 1&3 




2,223,581 




m67, 028 






123,643 
474,556 
48,017 


123,643 






474,556 






48,017 










)lG4,643 


6,256 


69,899 








G3,041 
/•102,201 


43,337 
/3,319 
/7,056 


106,378 




/105,520 




/7,056 










(419,249) 
14,287,570 1 53,913,986 


\ 070,371,435 







a From poll-tax. ftState apportionment, wliicli liero probably includes tlie income of tlie State school fund forlSSO, tbe State tax, a^d so raucli of tlie ordi- 
nary State revenues as maybe set apart for the purpose by the Legislature. c From county and district tax, lines, &c. d Thisamountraisedfor wliite seliools. 
eTliis includes rental of State railroad ($150,000). /In 1879. ,r/ Includes tax on billiards and dogs. 7i Estimated. i From township tax. j Includes in- 
come from perminent fund. k State appropriation. I Special for building purposes. m Total income as reported for 1880, the greater part of which comes 
from Territorial, county, and district taxes. n From county tax. o Includes $1,750,630 reported as derived from taxation and given in the column of totals 
but not appearing in the first two columns. 



Table No. 12 gives the amount received in each State from interest on funds and rent of lands, 
from funds and rents, $6,580,632; total, $76,952,067. 

Table 13. — Fate of tax for school 2^urposes in various cities. 
[INIills per dollar of assessed valuation.] 



The total from taxation is $70,371,435 



Mills. 

Little Rock, Ark 5 

New Haven, Conn 3 

Columbus, Ga 2. 97 



Jmli, 



10 
2.6 



f.lislud 

;. Ky 3 

Newport, Ky 3 

New Orleans, La „ 1. 9 

Bangor, Me 2.45 

Lewiston,Mc 1.03 



.■Jill 



, Md.. 



1.52 

:.5l 



Manchester, N H 
New Bruns\\ lek, N J 
Brooklyn, N \ 
NewYoik N Y 
Poughkeei)sic, N Y 
Kochester.N Y 
Syracuse, N 'i 
Erie, Pa 
Harrisbmg Pa 
Pottsville, Pa 
Newport, R I 
Charleston, S C 
Knoxvillc Tcnn 
Memphis, Tenii 
Nashville, Tcnn 
Galveston Te\ 
Alexandua, \a 
Norfolk. Va 
Richmond, Va 
Wheeling, W Va 



NATIONAL AID TO COMMON SCHOOLS. 



;37 



Tahlis 14. — Showing t/ie population, total assessed valuation of iiropcrtij, total taxation, per capita of valuation, per capita of taxation, rate of tax 
total indchtcdness, per capita cf indebtedness, hi/ Slates and' Territories, dratcn from the census of 1880. 



States and Territoriog. 




Total assessed 
rahiation of 
property. 


1 


■3 , 

u > 


t. ■" 






^ 




1,262,505 

802, 525 

804,094 

194,327 

022, 700 

110,608 

209, 493 

1,542,180 

3, 077, 871 

1,978,301 

1, 624, 615 

996, 096 

1, 648, 690 

939, 946 

648, 936 

934, 943 

1,783,085 

1, 636, 937 

730,773 

1,131,597 

2, 168, 380 

452, 402 

62, 200 

346, 991 

2, 131, 116 

5,082,871 

1, 399, 750 

3,198,062 

174,768 

i, 282, 891 

276,531 

995,577 

1,542,359 

1,691,749 

335,286 

1, 512, 505 

018,457 

1, 315, 497 


S122, 867, 228 
86,409,364 
584,578,036 
74,471,693 
327, 177, 385 
59,951,643 
30,938,309 
239,472,599 
786, 616, 394 
727,815,131 
398,671,251 
] 00, 891, 689 
350, 563. 971 
160, 162; 439 
235, 978, 716 
497, 307, 675 
1,584,756,802 
517,060,359 
258,028,687 
110,628,129 
532,795,801 
90, ,585, 782 
29, 291, 459 
164,755,181 
572,518,361 
2,0.51,940,006 
156,100,202 
1,534,360,508 
52,522,084 
1,683,459,016 
252, 530, 673 
133,560,135 
211,778,538 
320,364,515 
80,806,775 
308,453,135 
139,622,705 
438,971,731 


$2,061,978 
1,839,090 

12, 028, 005 
2,052,008 
5,365,739 
604,257 
605, 180 
2, 207, 008 

19,283,413 

10, 843, 630 

10, 261, 605 
4,414,821 
5,204,017 
4, 395, 876 
5,182,135 
5,437,462 

24,326,877 
8, 627, 949 
3,713,707 
2,384,475 

10,269,736 
2, 792, 480 
871.673 
2, 697, 640 
8,938,005 

56, 392, 975 
1, 916, 132 

25,756,658 
1, 113, 942 

28,604,334 
2, 692, 715 
1,839,983 
2,788,781 
4,568,716 
1,745,111 
4,642,202 
2,056,979 
5,838,323 


?97 32 
107 67 
676 05 
383 22 
523 41 
408 92 
114 80 
155 28 
235 57 
367 90 
245 39 
161 52 
212 63 
170 39 
363 64 
531 91 
. 888 77 
316 24 
330 47 
97 75 
245 71 

200 23 
470 42 
443 11 
505 26 
521 34 
111 52 
479 77 
300 52 
393 06 
913 22 
134 15 
137 37 

201 26 
261 24 
203 92 
225 76 
333 69 


$1 63 
2 29 
14 72 
11 07 
8 61 

4 12 

2 07 

26 

5 48 

6 31 

4 43 

3 15 

4 67 

7 98 

5 81 
13 64 

5 27 
4 73 
2 10 

4 73 

6 17 
13 99 

7 91 
11 09 

1 30 

8 05 
6 37 
6 67 

9 73 
1 84 

1 SO 

2 87 

5 22 

3 07 
S 32 

4 43 


.016 
.021 
.021 
.028 
.016 
.01 
.019 
.013 
.024 
.014 
.025 
.027 
.014 
.027 
.021 
.01 
.013 
. .016 
.015 
.021 
.019 
.03 
.020 
.016 
.015 
.021 
.012 
.016 
.021 
.010 
.01 
.013 
.013 
.014 
.02 
.015 
.014 
.013 


$14,728,543 
7, 938, 784 
10,755,688 
3,694,298 
22,001,661 
2,316,333 
2,620,509 
19,681,903 
14,912,422 
18,354,737 
7, 902, 767 
10, 005. 833 
14,977,881 
42, 865, 952 
22, 406, 850 
10, 896, 006 
91,283,913 
8,803,144 
8,476,004 
2,013,190 
57,487,384 
7,423,757 
1,024,523 
10,724,170 
49,547,102 
218,723,314 
8, 194, 606 
48,756,454 
848, 502 
114,034,759 
13, 102, 790 
13,343,933 
37,387,900 
11,004.913 
4, 332; 168 
42,099,802 
1,513,424 
11,876,992 


*11 66 


Arkansas . 


9 89 




19 37 




18 49 




35 33 




16 05 




9 74 




12 76 


Illinois 


14 27 




9 27 




4 90 




16 06 












34 52 




11 63 




51 19 








10 83 








26 51 






Nevada 


16 45 










New York 








Ohio 






































2 44 










40,440 
135,177 
177, 624 

32,610 


9, 270, 214 
20, .321, 530 
99,401,787 

6, 440, 876 


293,036 

478, 066 

1,469,234 

195, 887 


229 23 
130 33 
503 32 
197 51 


7 23 

5 53 

8 27 

6 00 


.031 
.023 
.014 
.03 


377,501 

998, 860 

22, 675, 459 

233, 319 
























































Creeks 






































39, 159 
119, .565 
143, 963 
75,116 
20,769 


18,609,802 
11,363,400 
24,775,279 
23, 810, 693 
13,621,829 


383,947 
126, 942 
435,238 
505, 417 
230,223 


475 23 
930 39 
172 09 
316 98 
635 24 


9 80 
1 06 
3 02 
6 72 
11 07 


.02 
.011 
.017 
.021 
.016 


739, 925 
84, 872 
116,251 
239,311 
203,462 


19 40 
70 




Utah 








988 





-Showing assessed valuation of real and personal property; total population by Stales, groups, and grand total; also average valuation per 

capita for the several States and groups. 



States. 


Total assessed 
valuation. 


Total 
population. 




SEW EXGLAIfD STATES. 

Maine 


$235,978,716 
164,735,181 
86,806,775 
1,584,756,802 
252,536,673 
327,177,385 


648, 936 
346,991 
332,286 
1, 783, 083 
276,531 
622,700 


$363 
471 
261 
888 








Ehode Island 


Connecticut 


525 




Totals forthe group 


2,632,011,532 


4,010,329 


661 





SOUTIXEEN STATES. 

Virginia 

westvir;,..,,.. ;...!!!!'.'.;;!!.":!!'.!.'."'"7"""." 

North Carolina 


308, 455, 133 
139,622,705 
156,100,203 
133,560,135 
239,472,599 

30,938,309 
122,867,228 
110,028,129 
161, 162, 439 
320,364,315 

86, 409, 364 
330,663,971 
211,778,538 


1,512,565 

618,437 
1,399,730 

995,377 
1,542,180 

269, 493 
1,262,505 
1,131,597 

939,946 
1,591,749 

802, 523 
1, 648, 090 
1,342,359 


203 
223 
111 
134 
155 
114 
97 
97 
170 
201 
107 
218 
137 


South Carolina 


Georgia 


Florida ' 


Alabama 


Mississippi 


I.ouisiana . 


Texas 

ArkajiSiiB 

Kenlnckv..... 

Tennessee !.!..!... .3!!.. !11^!!!'!!Z!!!!!"'"!!!!1I!!!!!11^!!!!!!!!!!!! !!!]!!!!!!!!!!]!!!" 


Totals for II ic J^runp 


2,370,923,206 


15, 257, 393 


155 


WESTERN STATES. 
Ohio 


1,534,300,508 
727,815,131 
786, 616, 394 
617.066,359 


3, 198, 063 
1,978,301 
3,077,871 
1,036,937 


479 

367 
255 
316 


Indiana 


Illinois 


IVIidiiKan 



38 



NATIONAL AID TO COMMON SCHOOLS. 



TAni.K 15. — Slimrinr/ nmrsscd valuation of real and personal propert)/, lolals, &c. — Continued. 






Stales. 


Total assessed 
valuation. 


Total 
population . 


11 

>0. 


AVisconsin 


$138,971,751 
398,671,251 
258, 028, 687 
532,795,801 
160,891,689 
90,585,782 
71,471,693 
29,291,459 
52,522,08-1 
584,578,036 


1,315,497 
1, 624, 615 
780, 773 
2,168,380 
996, 095 
452,402 
194,327 
62,266 
174,768 
864,694 


S333 




Minnesota 




Missomi 




Kim^iis 




Kcbnifk;i 








Nevada 


















6,187,266,625 


18,524,989 


334 






MIDDLE STATE3. 

New York : 


2,651,940,006 
572,518,361 
1,683,459,016 
59,951,643 
497,307,675 
99,401,787 


5, 082, 871 

1,131,110 

4,283,891 

146, 608 

931,943 

177, 624 


521 




























5,504,578,488 


11,756,053 








TEKBITOniES. 


9,270,214 
20,321,530 

6,444,876 
18, 609, 802 
11,363,406 
24,775,279 
23,810,693 
13,621,829 


40, 440 
135,177 
32, 610 
39,159 
119, 565 
143,903 
75,116 
20,789 






































128, 213, 629 


606,819 










16,902,993,543 


50,155,783 









Table 16.— Changes in assessed valuation of properixj in Southern States, 


1870-'80. 








States. 


Assessed valu- 
ation in 1870. 


Assessed valu- 
ation in 1880. 


Increase. 


Decrease. 


Increase in population. 


Wliito. 


Colored. 


Total, a 


Vir inla 


$365,439,917 
140,538,273 
130,378,622 
183,913,337 
227,219,519 

32, 480, 843 
155,682,595 
177,278,890 
253,371,890 
149,732,929 

94, 528, 843 
409, 544, 294 
253, 782, 161 


£308,455,135 
139,622,705 
156,100,202 
133,560,135 
239,472,599 

30,938,309 
122,867,228 
110,628,129 
160,162,439 
320,364,515 

86,409,364 
350,563,971 
211,778,538 




f5G,984,782 
915,568 


168,769 
168,504 
188,772 
104,433 
177,980 
46,458 
140,801 
96,502 
92,889 
632,537 
229,416 
278,487 
202,712 


118,775 
7,905 
139, 627 
188,518 
179, 991 
35,001 
124,593 
206,090 
119,4.15 
139,909 
88,497 
49,241 
80,820 


287,402 
176, 443 








S25,721,5S0 






50,353,202 


289,971 




12,253,080 






1,542,534 
32,715,367 
66,650,761 
93,209,451 


81,745 










303,675 


T oni^i'iii'l 






170,031,586 


773,170 
318,054 
327, 679 




8,119,479 
58,980,323 
42,003,623 


Kentnclcy 








283,839 












6 202, 
208,606,246 


68, 814 
411,475,090 




.1 




2,573,792,113 


2,370,923,269 


2,525,355 


1,478,413 


4,006,982 



a This total includes the ■\vlnte, colored, G36 Cliinese, 1 Japanese, and 2,527 civilized Indians. b Net decrease. 
Table 17. — School-district indebtedness. 



Note. — The officials in some States and Territoi 
cases the whole amount is entered as floating debt, 
for administrative purposes. 



t school-district Indebtedness, made no division into bonded debt and floating; debt. In such 
nd Territories having no indebtedness the school-district system does not exist, or existsonly 





States. 


Bonded 
debt. 


Floating 
debt. 


Total. 




NEW ENGLAND STATES. 




880,034 
65,607 
157,278 


880,031 






65,607 


Vermont 




157, 278 












181,466 
683,910 


181, 456 






6S3, 910 














1,168,295 


1,168,295 




MIDDLE STATES. 




New York 


8417,904 

097, 627 

2,451,548 


162,529 

280 

4,414 

4,222 


■580, 433 




697,907 




2,455.962 




4,222 
























3 567,079 


171,445 


3,733,524 









NATIONAL AID TO COMMON SCHOOLS. 



39 



Table 17. — School-district indebtedness — Continued. 



States. 


Bonded 
debt. 


Floating 
debt. 


Total. 


SOUTHERN STATES, 

Virginia 




890,588 
13, 426 


S90, 588 




528,132 






























































Arkansas 












16,388 


16,388 


Tennessee 












Total 


28,132 


122,402 


150,534 




"WESTEKX STATES. 

Ohio 


1,452,199 




1,152,199 










3,406,306 
96,081 
276,567 


3, 403, 306 

1,389,673 
276, 567 

1,125,138 
691,472 
746,784 

1,778,508 

827,641 

328, 468 

1,506 

26,585 




1, 293, 592 






1,125,133 
640,745 




30, 727 
746,784 

29, 151 

827,641 

328,468 

1,506 

26,585 
377, 963 






1,749,357 
















California 










Total 


G, 261, 031 


6, 167,779 


32,428,810 




THE TERRITORIES. 


13,000 




13,000 










696 
33,552 








35,552 


New Mexico 




■Utah 








Washington 









Wyoming 
















Total 


13,000 


36,248 


49,248 






9,869,242 


7, 060, 109 


17,535,411 





Table 18. — Valuation and taxation. 



KEW ENGLAND STATES. 

Maine 

New Hampshire 

Vermont 

Jlassachusetts 

Rhode Island 

Connecticut 

Tot.il 

MIDDLE STATES. 

New York 

New Jersey 

Pennsylvania 

DelaTvare 

iMaryland 

District of Columbia 

Total 

SOUTHERN STATES. 

Virginia 

West Virginia 

North Carolina , 

South Carolina 

Georgia 

Florida 

Alal)ama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Kentucky 

TeiKiessee 

Total 

WESTERN STATES. 

Ohin 

Indiana 



Assessed valuation. 



Real estate. 



S173, 850, 242 
122,733,124 
71,4.36,623 
1,111,160,072 
188,224,439 
228,791,267 



1,896,201,787 



2,329,282,359 
442, 632, 633 
1,340,007,957 
50,302,739 
368,442,913 
87,980,356 



4,818,048,962 



233, 601, 599 
105,000,306 
101,709,326 
77,461,670 
139,983,941 
18, SS5, 151 
77,374,008 
79,469,530 
122,362,297 
203,508,924 
55,760,388 
263,085,908 
193, 644, 200 

1,677,847,248 



$02,122,474 
42,022,037 
13,370,152 

473,596,730 
64,312,214 
98,386,118 



735,809,745 



322, 657, 647 
129,885,723 
143,451,059 
9, 648, 904 
128,864,702 
11,421,431 



745,929,526 



74,853,536 
34,622,399 
54, 390, 876 
56,098,465 
99,488,658 
12,053,138 
45,493,220 
31, 158, 599 
37,800,142 
114,835,591 
30,648,976 
83,478,063 
16,134,338 

693, 076, 021 



8233,978,716 
164,755,181 
86,806,775 
1,584,756,802 
252,536,673 
327,177,385 



:, 652. Oil, 532 



2, 651, 940, 006 
372,518,361 
1,683,459,016 
59,951,643 
497, 307, 675 
99,401,787 



5,564,578,488 



308,453,135 
139,622,705 
156,100,202 
133, 560, 135 
239, 472, 599 

30,938,309 
122,867,228 
110, 628, 129 
160, 162, 439 
320, 364, 513 

86,409,364 
330,563,971 
211,778,538 

:, 370, 923, 269 



$937,525 
516,449 
429,706 

4,955,428 
411, 993 

3,276,111 



8, 527, 212 



10,466,552 
1,742,201 
6,298,408 
132,408 
1,218,413 
(a) 



19,858,012 



1,125,028 
752,763 
313, 720 
423, 623 
3S7, 818 

109. 146 

260. 147 
474,905 
545,654 
549, 827 
558,700 

1, 109, 623 
928,609 

7,571,563 



Other 1 
pose 



64,244,610 
2,181,191 
l,315,40o 

19, 3H, 449 
2,280,722 
4,089,628 



33, 483, 005 



45, 926, 423 
7, 215, 804 

22, 303, 926 
471,849 

.4,219,019 
1,469,254 



81,608,335 



3,517,174 
1,304,216 
1,570,412 
1,416,360 
2, 819, 190 
496, 034 
1, 801, 831 
1,909,570 
3, 850, 222 
4,018,889 
1,280,390 
4, 091, 394 
1,860,172 

29, 935, 854 



?5, 182, 133 
2, 697, 640 
1,745,111 

24,326,877 
2, 692, 713 
5,365,739 



42,010,217 



56,392,975 
8,958,065 

28, 604, 334 

604, 257 

5, 437, 462 

1,469,254 



101,466,347 



4,642, 202 
2, 056, 979. 
1, 916, 132 
1, 839, 983 
3,207,008 
605, 180 
2,061,978 
2, 3.S4, 475 
4, 393, 876 
4,568,716 
1,839,090 
5,201,017 
2,788,781 

37,507,417 



Per 
cent, of 
school 
oftotal 



20.3 
15.3 
23.7 



24.2 
36.5 
18.0 
23.0 
12.0 
18.0 
12.6 
19.8 



30.3 
21.3 
33.2 



1 63 

2 01 
1 53 
1 06 
1 64 



1 56 
1 69 
1 00 
1 09 

1 47 



1 50 
147 
1 22 
137 



40 



NATIONAL AID TO COMMON SCHOOLS. 



Table 18. — Valuation and iaxallon — Contiuuecl. 





Assessed vnhiation. 


Taxation. 


States. 


Rcr.l estate. 


Personal prop- 
erly. 


Total. 


School. 


Other pur- 
poses. 


Total. 


Per 

eent.of 
sehool 
oftotal. 


r.aleof 
ta.'Lft- 

tioii ou 
SIOO. 




575,441,053 
4.32. 861, 884 
314,788,721 
297, 254, 342 
203,4-16,781 
381,985,112 
108,432,019 
55, 073, 375 
35,601,197 
17,941,0.W 
32,584,966 
466, 273, 585 


211,175,341 
84,604,475 
94,183,0.30 

101,416,909 
54,581,906 

150,810,689 
52, 459, 0-10 
33,512,407 
38, 807, 496 
11,350,429 
19, 937, lis 

118,304,451 


786,010,394 
517,666,359 
438,971,751 
398,671,251 
258,028,687 
532,795,801 
100,891,689 
90,5.3.5,782 
74,471,093 
29,291,459 
52,522,084 
581,578,030 


6,329,680 

2,524,164 

1,906,489 

4,113,570 

1,331,520 

2,490,197 

1,118,859 

769,800 

424,628 

122, 048 

224, 932 

2,709,787 


18,256,338 
6,103,785 
5,681,836 
6,948,029 
3,014,774 
7,773,539 
3,860,791 
2,022,080 
1,727,380 
749, 625 
889,010 
9,918,218 


24,586,018 
8,627,949 
7,588,325 

11,061,605 
4,346,300 

10,269,730 
4,979,650 
2,792,480 
2,152,008 
871, 673 
1,113,942 

12, 628, 005 


23.7 
29.2 
23.1 
37.1 
30.6 
24.3 
22.4 
27.5 
19.7 
14.0 
20.1 
21.4 


3 13 


Miclii^'iin 

Wi-timsin 


1 60 
1 72 


JIhliK-SMlLl 


1 68 
1 92 




3 09 




3 OS 




2 88 


Neva.ln 


2 97 
2 12 




2 16 








4,584,048,039 


1,003,218,586 


6,187,266,625 


34,420,181 


94,697,798 


129,117,979 


26.6 


2 ca 






THE TEEEITOr.IES. 


3,922,901 
13,333,918 
2, 297, 526 
5,077,162 
4, 788, 764 
14,779,344 
11,333,923 
4,485,291 


5,347,2.53 
6,987,012 
4,143,3.50 

13,532,040 
0, 574, 042 
9,095,933 

12,474,770 
9,130,638 


9,270,214 
20,321,5.30 

0, 440, 876 
18,009,802 
11,363,400 
24,775,279 
23, 810, 693 
13,021,829 


49, 607 
102,714 
36,380 
83,998 
34,748 
141,051 
111,091 
34,294 


243,369 
375,352 
159, 507 
299,949 
92,194 
293,587 
394,326 
195,934 


293,036 
478,066 
195, 887 
383,947 
126, 942 
435,238 
505,417 
230,228 


16.9 
21,4 
18.5 
21.8 
27.3 
32.5 
21.9 
14.8 


3 16 




2 35 




3 04 








1 11 
1 75 




2 12 




1 69 








60,020,8^ 


68,192,740 


128,213,629 


594,543 


2,054,218 


2,648,701 


22.4 


206 








13,036,706,923 


3,866,226,618 


16,902,993,543 


70,971,511 


241,779,210 


312,750,721 


22. G 









oNo tax for the support of schools separate from other taxes is levied, but the expenses of the schools, amounting to $438,567, are paid out of the district revenue. 



Table 19. — Selected cities, valuation and taxation. 



Assessed valuation. 



Personal 
property. 



Eateoflevy onJlOO. 



State. County. City. Total, 



Amount of levy. 



State. County 



New York. X. Y 

Auburn. K. \ 

Philadelphia. Pa.... 

Harrisburg, Pa 

Manchester, N. H... 

Chicago, 111 

Boston, Mass 

Saint Louis, Mo 

Kansas City. Mo 

Baltimore. JId 

Cincinnati. Ohio 

San Francisco, Cal ., 

New Orleans, La 

Newark, N. J 

Louisville, Ky 

Detroit, Mich 

Providence, R. I 

i?ichmond, Vn 

Petersburg:, Va 

Ne^v Haven, Conn.. 

Charleston, S. C 

Minneapolis, Minn. 

Nashville, Tenn 

Memphis. Tenn 

Atlanta, Gn 

Savannah, Ga 

Portland, Me 

Wheelins. W.Va.... 

Mobile, Ala 

Galveston. Tex 

Raleigh, N. C 

Little Rock, Ark 

Worcester, Mass 

Lynn, Mass 



5918,134,380 

7, 216, 899 

529, 169, 382 

5, 271, 698 

13,126,737 

91, 152, 229 

428,777,000 

136, 071, 670 

7,750,840 

183,580,023 

131, 272, 619 

190, 2.80, 810 

71,424,382 

65,733,315 

49,795,000 

63, 981, 315 

86, 816, 100 

28, 783, 389 

5,921,845 

31,866,224 

14, 583, 818 

16, 809, 149 

10, 76.3, .560 

15,784,314 

12,900,000 

9,070,001 

19,825,800 

10,095,011 

8, 509, 981 

11, 389, .392 

2,430,225 

3,2.34,411 

81,708.100 

17,310,6.39 



5175,934, 9-55 

1,. 587, 550 

52,560,377 

112. 931 

3,495,242 

26,817,806 

184,545,691 

29, 216, 730 

2, 826, 420 

60, 463, 158 

38,03.3,016 

54,196,550 

20, 369, 908 

17,631,095 

16,014,000 

19,216,725 

28, 765, 000 

10, 738, 967 

3,210,4.85 

12,102,163 

7, 957, 605 

6,606,584 

2,573,200 

1,000,000 

5,100,000 

5,990,444 

10, 3.59, 128 

4,078,589 

4,481,814 

3,51.5,464 

427,244 

1,210,794 

8, 877, 071 

5, 171, 223 



51,094,069,333 

8, 804, 449 

581, 729, 759 

5, 384, 629 

16,621,979 

117,970,035 

613,322,691 

165,288,400 

10,577,260 

244,042,181 

109,305,635 

244, 477, 360 

91, 794, 350 

83, 304, 410 

65,809,000 

83,198,040 

115,581,700 

39, 522, 356 

9,132,330 

46,908,387 

22,543,423 

23, 415, 733 

13,336,760 

16,784,314 

18,000,000 

15, 060, 445 

30, 184, 928 

14.173,600 

12,991,795 

14,904,850 

2, 8-37, 469 

4, 465, 205 

39.583,771 

22,487,864 



(a) 
SO 14 

(a) 



2 02 

1 11 

3 20 
1 18 
1 83 
3 40 

1 03 

2 40 

1 09 

2 04 
1 42 
1 82 

99 
1 23 
1 40 
1 50 

1 25 

2 00 

1 11 

2 00 
1 05 

1 50 

2 13 
2 04 

78 
1 45 
1 50 
1 45 
1 70 
1 40 
1 47 



$2 58 
2 68 

2 05 

3 62 
1 59 

4 33 

1 24 

2 22 
4 55 

1 22 

2 91 
2 24 
2 04 
2 OS 

2 28 
1 46 
1 40 
1 80 
1 95 
1 40 

3 10 
1 46 
3 00 

1 79 

2 20 



2 70 
2 12 
8 85 
1 56 
1 61 



S3, 751, 062 
20, 852 
200, 812 
565 
39, 724 
313, 979 
122, 665 
655,250 
42,309 
457,581 
490, 986 
1,344,023 
540, 708 
209,612 
299,431 
227, 817 
202, 257 
181, 538 
41,133 
70,453 
107, 081 
35,124 
26, 674 
33,032 
63,000 
07,772 
117,835 
61,000 
84,447 
75,000 
9,239 
29,024 
14,255 
7,400 



(a) 

$11,997 

(a) 

52, 156 

39, 360 

1,021,945 

282,128 

(a) 

79,329 

(o) 

365,700 

345 176 

(a) 
105,644 



140, 890 
40,831 

106,694 
90,835 
63,000 
52,713 
19,886 
70,500 
0-4, 959 

105,000 
9,801 
66,978 
46,497 



S24, 475, 927 

202, 449 

11,775,720 

1.59, 621 

184,400 

3,776,451 

7,261,741 

3, 017, 427 

a59,627 

2,520,000 

4, 070, 223 

4,131,607 

1,859,257 

1,182,323 

1,200,050 

824,230 

1,415,887 

549,904 

137,010 

587,104 

450,868 

259,064 

266,735 

176,236 

270,000 

321,058 

616, 902 

110,5.5* 

188, 381 

223, 573 

41,512 

7.5,908 

557, 193 

332, 481 



S2S, 226, 989 

233, 298 

IJ, 976, 532 

212, .342 

263,5.30 

5, 112, .375 

7,606,534 

3, 672, 683 

481,265 

2,977,581 

4,926,911 

5, 476, 292 

2, 403, 905 

1,737,113 

1,499,487 

1,217,691 

1,618,144 

731,442 

178,224 

657, 5.57 

698,845 

341,019 

400, 103 

300, 103 

396,000 

441,543 

7.34,623 

238, ft54 

337, 7.37 

403,573 

60, 5.52 

171,910 

017,945 

364,303 



t iS'u lax levied. 



NATIONAL AID TO COMMON SCHOOLS. 



41 



Table 20. — Drawn from returns of school statistics from the several States and Territories for the year 1831, shoidnrj number of j,outU not euro'lcd in 
school, and expense of supplying them with necessary school-houses and teachers and text-books for school of three-months' length for fint year. 



States and Territories. 



Alabama 

Arkansas 

California .... 

Colorado 

Connecticut.. 

Delaware 

Florida 

Georfjia 

Illinois 

Indiana 

Iowa 

ICansas 

Kentucky 



Maryland... 
Mass.<iclnisc 
Michii.an ... 
Minnesota- 
jMississippi. 
Missouri.... 
Nebraska .. 



North Carolina.. 
Ohio 



Oregon 

Pennsylvania.. 
Rhode Island.. 
South Caroline 

Tennessee 

Texas 

Ve 






"West Virginia. . 

Wisconsin 

Alaska 



216, 450 
177, 097 
47,382 
14,804 
24,364 
8,163 
49,362 
216,819 
300, 595 
210, 4SS 
163,217 
99,145 
315,198 
209, 014 
03,860 
100, 292 



146,r>51 
123, 615 
1S2, 675 
247, 108 
52, 048 
2,204 



132, 089 
640,840 
227, 356 
318,579 

27, 143 
490, 028 
8,157 
128,821 
262,407 

43,741 

24,817 
317,619 

67,988 
191, 236 



.§,= 3 



4,336 
6,012 
4,209 



3,633 
4,942 
1,041 



12,817 
4,547 
0,371 






cSl, 478, 700 
1,044,000 

283, 500 
88. 800 

146,100 
48,900 

296, 100 
1, 300, 800 
1,803,600 
1,262,700 

967, 200 

594, 900 
1,891,200 
1,254,300 

383, 100 

961,800 



879, 300 

741,900 

1,093,900 

1,482,600 

312,300 

13, 200 



792,300 
3,845,100 
1, 364, 100 
1,911,300 

162,900 
2, 943, 600 

48, soa 

772, 800 
1,574,400 

262,300 

148,800 
1,905,600 

407,700 
1,147,200 



ag 



dSl,232,250 

870,500 

236,250 

74,000 

121,750 

40,750 

246, 730 

1,084,000 

1,503,000 

1, 052, 230 

800,000 

495,750 

1,576,000 

1,045,2.50 

319, 250 

SOI, 500 



732, 750 
618,250 
913,250 
1, 235, 500 
260,250 
11,000 



660, 250 
3,204,230 
1,136,730 
1, 592, 730 

135, 750 

2,453,000 

40, 750 

644, 000 
1,312,000 

218,750 

124,000 
1,588,000 

8S9, 750 

936, 000 



C$143, CIO 
313,380 
&5, 050 
26, 040 
43, 830 
15, 570 
88,830 
390, 240 
541,080 
378, 810 
293, 160 
178,470 
567, 800 
376,290 
114, 930 
288, 540 



263,790 
222,570 
328,770 
444, 780 
93, 690 
3,960 



237, 690 

1, 153, 330 

409, 230 

573,390 

48, 870 
SS3, 080 

14,670 
231,840 
472,320 

78,750 

44, 640 
571,680 
122, 310 
344, 160 



/J7,395 
6,223 
1,417 



1,4&3 
6,504 
9,018 
6,313 
4,836 
2,974 
9,456 
6,271 
1,915 
4,809 



5,479 
7,413 
1,561 



3,961 
19, 225 
6,820 
9,556 



3,864 
7,822 
1,312 



S3. 101, 933. 

2,233,703 

606, 217 

189, 884 

312,410- 

103, 464 

633,165 

2,781,544 

3, 856, 698 

2,700,073. 

2,071,196 

1, 272, 094 

4,041,016. 

2,CS2, lU 

SI 9, 195 

2, 056, 049- 



3,170,293. 
667, 801 
28, 226- 



1,694.201 
S, 222, 105- 
2,916,900 
4,080,996 

34.3,334 
0, 294, 35.S- 

1C4,564 
1, 652, 501 
3, 356, 342- 

561, 312, 

318,184 
4, 074, 80S 

871,798- 
2,453,096 



Dakota 

District of Coin 
Idaho . 



abia... 



Indian Territory (Cherokees, Chickasaws, Choctaws, Creeks, Seminoles) . 

Montana 

New Mexico 

Utah 

Washington 

Wyoming 



5,727 
13, 364 
16, 239 

1,440 



34,200 



28,300 
66, 750 
81.2.50 
7,230 



10, 260 
24, 030 
29, 230 
2,610 



73, 131 
171,280 
20S, 487 

18,603 



24,500 
15,581 
9,145 
1,205 



28,500 
147, 000 
93,300 
54,900 
7,200 



23,730 
122,500 
77,750 
45, 750 
0,100 



8,550 
44,100 
27, 990 
16,470 

2,100 



60,942 
314,335 
199,506 
117,394 

15, 496. 



Tola 



180,782 77.347,662- 



a A large number attend school beyond the school age. which carries the enrollment above the total school population, so that the absence of those of schoo 
age does not appear. 6.\llowing one teacher to each fifty pupils. c Allowing one school-house of a cost of S300 to fifty pupils. d Allowing one year 

at a normal school at a cost of S250. cTliisisthe additional cost of a school of tliree months for the non-attending persons of school age according to the- 

returns for 1881 ; other returns can be made for 1882. /This is an expense incurred by each parent, and, though not a public tax, is a part of the additional 

expense to be incurred by the communities. 

Table 21. — Table drawn from the returns of school statistics from the Southern States and District of Columbia for the year 18S1, showing the num- 
ber of youth not enrolled in school and the expense of supplying them with the necessary school-houses and teachers and the books for a school of 
three-months' length for the first year. 



Southern States and District of Columbia. 


Il 

OS 

5 
15 


PI 
'A 


C 3 
. 3 

o_2 

1 


1 

g 
& 
1 
1 .-, 


i " 
=1 


p. 

1 

o 

1 


Total cost of school-houses, 
expense of preparation of 
teachers, pay of teachers, 
and school-books. 




246, 450 
174,097 


a4, 929 
3,482 


6$l,478,70O 
1,044,600 


c$l,232,2.->0 
870,500 


d$443,610 
313,380 


eS7,393 
3,223 




















' 


























8,163 
49,362 
216,819 


163 

987 

4,336 


48, 900 

296, 100 

1,300,800 


40,750 

246.750 

1,084,000 


15,570 
88,830 
390, 240 




Florida 


1,485 
6,304 








Illinois 




Indiana 










i 














i . . 1 










1 ; ! 




315.198 
209,044 


6,304 
4,181 


1,891,200 
1,251,300 


1,376,000 1 567,360 9,4-50 | •1,044,01{>. 
1,04-5,250 1 376,290 1 6,271! 2,082.111. 


"Louisiana 



42 JSJATIONAL AID TO COMMON SCHOOLS. 

Table '21. — Tnhlc draicn from the rcluriis of scliool statistics for the Southern Stales and District of Colunibia for the year 18S1, if'C. — Continued. 







mu 


A 


2 


-« 




f3S 




Is 


= ■0 


01 TJ 


rt 




a 


HI 




11 


o ^ 


"t 


U 


is 




^ S**^ o 


Southern States and District of Columbia. 


'o.S 


m 2 


= £ 


^ 




S 






-J 


= 1 


2 o 


n 


sS 




O ^'^ 






tn ri 






«w — 


•^ 


o '^ fli'o 




IS 

3 


ill 


1 




° i 


1 


llll 




12! 


fe 


o 


o 


o 


o 


H 




















?100,292 


S3. 200 


5901,800 


Ssbi,5o6 


f 2SS, 540 


S-1,809 


52,056,619 




















































182, 675 


3,653 


1,095,900 


913,250 


328,770 


5,479 


2, 343, 399 




2J7,108 


4,942 


1,482,600 


1,235,500 


444,780 


7,413 


3, 170, 293 








































































227, 35(5 


4,547 


1,30-1,100 


1,136,750 


409, 230 


6,820 


2,916,900 




































































128,821 
262,407 
43,741 


2,576 

5,248 

875 


772,800 

1,574,400 

202,500 


644,000 

1, 312, 000 

218,750 


231,840 
472, 320 
78,750 


3,864 
7,822 
1,312 


1, 652, 504 




3.366,542 




561,312 








317,619 
G7,9S8 


6,352 
1,359 


1,905,600 
407,700 


1,588,000 
339,750 


571,680 
122, 310 


9,528 
2,038 


4,074,808 




871,798 


Wisconsin 
















Alaska 

















Dakota 


















16,259 


325 


97,500 


si,KO 


29^ 250 


437 


203,487 






2,873,399 


57,465 


17,239,500 


14,366,250 


5,172,750 


86,148 


36,864,643 







a Allowing one teaclier to each fifty pupils. 6 Allowing one school house at a cost of 5300 to fifty pupils. c Allowing one year, at normal school 
■cost of S250. d Tliis is the additional cost of a school of three months for the non-attending persons of school age, according to the returns of 1881 ; other re- 
turns can be made for 1832. e This is an expense incurred by each parent, and, though not a public tax, is a part of the additional expense to be incurred by 
the community. 

Table 22. — Table based on returns to the Bureau of Education for 1881, showing legal school population ; total school expenditure ; x^cr capita of 
school expenditure; proportion of 515,000,000 based on number of persoiis by census of 1880 ten years old and ujjioard ivho can not read; propor- 
tion 0/315,000,000 toper capita of school population o/lSSl ; total of school expenditure including §15,000,000; and total per capita expenditure 
including §15,000,000. 







g 


i 


ii 


5 


£l3 


r^ 


■. 




p" 


t-i 


gS 


Is 


B. "^ 


|-sS 




















-3 


o_; 


8 


s = 


hi 






g 


S 


■ss 


Si 


* = 


"•"o§ 




states and Tcrritorira. 


■g 


« 


<- p 


^_-a 




° «S"" 


to Cm 










sii 










§• 


2 






Ss^ij 


^s.^ 




1 


'ri 


rt 


ui 




3S.23 


sgl 










£"^ rt 










to 






Ph 


f^ 


Eh 




Al lb mia 


5122,7.39 


5410,690 


50 97 


51,127,809 83 


52 66 


51,538,559 83 


S3 04 




272,8-11 


.38.S,412 


1 42 


466,735 53 


171 


855,147 53 


3 13 


C aliform V 


211,237 


3,047,605 


14 42 


147,983 82 


70 


3,195,588 82 


15 12 


Coloi l.lo 


40, 804 


557, 151 


13 05 


28, 373 77 


69 


• 585,524 77 


14 34 


Coiuui ),..L 


143,745 


1,476,691 


10 27 


63,933 30 


44 


1,540,624 36 


10 71 


DcI^^^ lU 


37, 285 


207, 281 


5 50 


51,. 514 96 


1 38 


258,795 90 


G 94 


rioiKli 


88,077 


114,895 


1 29 


213, 887 07 


2 46 


328,782 07 


3 75 




4G1, 016 


498,533 


1 08 


1,360,596 42 


2 95 


1,859,129 42 


4 03 


Illinois 


1,002,222 


7.858,414 


7 84 


294, 880 21 


29 


8,153,294 21 


8 13 


Indiana 
Iov»a 


714, 343 


4,538,754 


34 


213,2-14 37 


29 


4,741,998 37 


6 63 


594,730 


5,129,819 


8 02 


85, 644 38 


14 


5,215,463 as 


8 76 




348, 179 


1,976,397 


5 67 


77,682 14 


22 


2,054,079 14 


5 90 


KentucW\ 


553,638 


1,218,524 


2 25 


786, 434 56 


1 42 


2,03-1,958 56 


3 67 




271, 414 


441, 484 


1 62 


905,612 35 


3 33 


1, 347, 096 35 


4 96 




213,927 


1, 089, 414 


5 09 


55, 379 33 


25 


1,144,793 33 


535 




319,201 


1,604,580 


5 02 


3.39,284 SO 


1 06 


1,913,864 80 


6 03 


Massaclui&etts 


312, 680 


5, 776, .542 


18 47 


230,384 21 


73 


6,006,926 21 


19 21 




518, 29-1 


3, 418, 233 


6 59 


143,503 15 


2? 


3,661,736 15 


6 S7 


Minnesota 


300, 923 


1,466,492 


4 87 


62,598 S5 


20 


1,529,090 35 


5 OS 


Mississippi 


419,963 


757.758 


1 80 


961,354 15 


2 28 


1,719,112 15 


4 09 




•72,3,484 


3, 152, 178 


435 


422,839 63 


58 


3,575,017 63 




Nebraska 


152.824 


1,16.5,103 


7 62 


23, 850 18 


15 


1,188,953 18 


7 78 




10,533 


140,419 


13 33 


11,279 34 


1 07 


151,698 31 




Kci\ Hampshire 


60, 899 


577, 022 


9 47 


36, 497 17 


59 


613,519 17 


10 07 


Now Jcisc^ • 


3.35,631 


1,914,447 


5 70 


119,208 20 


35 


2,033,655 26 


6 05 


Ne\\ York 


1,662,122 


10, 923, 402 


57 


507,539 75 


30 


11, 430, 941 75 


6 87 


Nortli Carolina 


468.072 


409,659 


87 


1,120,692 94 


2 39 


1,530,351 94 


3 26 


Ohio 


1,06.3,337 


8, 133, 622 


7 65 


264.2.52 08 


24 


8, 397, 874 OS 


7 89 


Oregon 


61,641 


318,331 


5 16 


10,375 30 


20 


a3 1,706 .30 


5 43 




1, 422, 377 


7,994,705 


5 62 


4 15, 130 35 


31 






Khode Island 


53,077 


549,9.37 


10 36 


53, 170 98 


1 no 


603, 107 98 


11 36 




262, 279 


34.5.634 


1 31 


9,80.141 8S 


3 73 


1,325,775 88 


5 05 


Tennessee 


&1.5,875 


633,009 


1 16 


1,201,296 71 


2 20 


•1,839,305 71 





NATIONAL AID TO COMMON SCHOOLS. 

Table 22.— Table based on returns to the Bureau of Education for 1881, cOc— Continued. 



43 



states (ind Territorica. 



fi a 






-■s-s 



Texas 

Vermont 

Virginia 

AVest Virginia 

"Wisconsin 

Alaslza 

Arizona 

Dakota 

District of Columbia :.. 

Idaho 

r Clierokees . 

Chickasaws 

Indian Territory .-j Choctaws ... 

( Creeks 

l^Seminoles .. 

Montana 

I^'ew Mexico 

Utah 

Washington 

"Wyoming 



230, 527 
99,463 
556, 665 
213, 191 
491,358 



S753, 346 
447,252 

1,100,239 
761, 250 

2,279,103 



S3 26 
4 99 
1 97 
3 57 
i 65 



8780,435 26 

39,570 68 

1,098,067 77 

158,516 89 

117, 858 S8 



$3 37 

" 39 

1 95 



81,5.33,801 20 
486,828 GS 

2,198,306 77 
919,766 89 

2,396,961 88 



9,571 
38,815 
43,588 

7,520 



44, 628 
314, 481 
527,312 

44,840 



16, 740 82 
9, 424 32 

63, 613 89 
4,215 66 



61,363 82 
324, 908 32 
592, 925 89 

49, 055 66 



6 41 
8 37 
13 61 
6 52 



42,353 
23, 899 
4,112 



55,781 
28, 973 
199,264 
114, 379 
28,504 



4, 660 .38 
161,419 72 
14,776 15 
9,719 79 
1, 300 64 



60, 441 38 
190,392 72 
214,040 15 
124,098 79 

29,804 64 



6 10 

6 50 
5 05 
5 19 

7 24 



Table 23. — Showing the sum of money which each Slate and Territory 
would receive in the division of §15,000,000 among them all inproportion 
to their relative population ten years of age and upward who can not 
write {census of 1880. 6.239,958). 



Table 23. — Showing the sum of money which each State and Territory 
would receive, &c. — Continued. 



^J 



si 



XEV/ ESGL.-iKD STATES, 

Maine 

New Hampshire 

Vermont 

Massachusetts 

Rhode Island 

Connecticut 

Total 

JUDDLE ST.iTES. 

New York 

New .Jersey 

Pennsylvania 

Delaware 

Total ,. 

SOUTBEIiX ST-\TES. 

Alabama 

Arkansas 

Florida 

Georgia 

Kentucky 

Maryland 

Mississippi 

Missouri 

North Carolina 

South Carolina 

Tennessee 

Texas 

Virginia 

"West Virginia 

Total 

WESTERN STATES. 
Illinois 

Indiana 

Iowa 

Kansas 

Michigan 

Minnesota 

Ohio 

"Wisconsin 

Total 

PACIFIC STATES. 

California 

Colorado 

Nebraska 



22,170 
14,302 
13,837 



219, 600 
53, 249 

228, 014 
19,414 



S53, 429 70 
34,467 82 
38, 167 17 

224,081 80 
59, 751 13 
68,501 84 



478, 399 46 



529, 236 00 
128,320 09 
549, 513 74 



3 a 

h 


States. 


Number who can 
not write. 


Amount. 


43 




4,069 
7,423 


89,806 29 
17,889 43 


40 






Total 




86, 924 


209,486 44 




TECEITOEIES AND DISTKICT OP COLTOIBIA. 


41 


5,842 
4,821 
1,778 
1,707 

57, 156 

8,826 

3,889 

556 

23, 778 


■ 14,079 22 
11,618 61 
4, 2S4 98 


42 


Dakota 


43 




46 


Montana 


23 




137! 745 96 
20,970 86 


39 


Utah 


44 


"Washington 


47 






31 


District of Columbia 






Total 






110,353 











:, 607 27 
:, 836 15 
:, 241 OR 
, 202 5S 
i, 624 72 
, 295 SO 



1,333 68 
1,840 02 
:, 601 12 
', 148 32 
1, 756 16 



The amount to each illiterate "wlio can not "write is §2.41; to each 
who cannot read it is about §3,00. 

Table 24. — Table showing the sum of money which each Slate and Terri- 
tory would receive in the division of §15,000,000 among them all inpro- 
portion to their relative population ten years of age and upward who can 
not read {census, 1880). 



4, 693, 981 11, 318. 394 21 



3 4.9, .397 


3.50, 


110,761 


266, 


46,609 


112, 


39,476 


95, 


63,723 


153, 


34,546 


83, 


131,841 


317, 


55,558 


133, 



40G 77 
934 01 
327 69 
137 16 
572 43 
255 86 
736 81 
894 78 



627,911 1,513,265 51 



53,430 
10,474 
11,528 I 



128,766 30 
25,242 31 
27,782 08 



States and Territories. 


No. of such il- 
literates in 
each State. 


Proportion of 
$15,000,000 to 
each State. 




370, 279 

5,496 

153, 229 

48,583- 

9,321 

20, 986 

3,094 

16, 912 

21,541 

70, 219 

406,683 

1,384 

96,809 

70,008 

28, 117 

25,503 

258,186 

297, 312 

IS, 181 


81,127,869 83 




Arkansas 


466, 735 53 
147,983 82 
28,373 77 
63, 933 36 
9, 424 32 


California 






Dakota 


Delaware 


District of Columbia 


63, 613 89 

213,887 07 

1,360,596 42 








Illinois 




Indiana 


213, 244 37 
85,644 38 
77,682 14 

786,434 56 










Maine... 


55,379 33 



44 



NATIONAL AID TO COMMON SCHOOLS. 



TaI!LE21.- 


-Ta!j!e simriiig kiiih ofmmcij, (C-c— Coutiniied. 


Stnles I 


ml Territories. 


No. orsuch il- 
literates ill 
each Stiite. 


I*roportinii of 
S15,(X)ti,UU0 to 
each State. 




111,387 

75,035 

47,112 

20,551 

315,012 

133,818 

1,530 

7,830 

3,703 

11,982 

3;),13G 

52, 994 

100,605 

307, 890 

86,754 

5,370 

140, 13S 

17,456 

321,780 

S94,3.S5 

250,223 

4,851 

12, 993 

360,495 

3,191 

52,041 

38,693 

427 


$339,28-1 SO 




230,384 21 




143,503 15 
02,598 35 
961,354 15 
422,839 03 
4,000 3S 
23,850 IS 
11,279 31 
86,497 17 
119,208 20 
161,419 72 
507,539 75 


Jlont.u.ii 

Nebraska 

Neviicla 


New .Ioi->-y 

New I\Iexico 

New York 




Ohio 




OreKoii 








Riloclf I^lanil 










1,201,290 71 




Utah 

Vermont 


« 


14,770 15 
3vl, 570 OS 


■Wnshinnlon 


9,719 79 
lr.S,510S9 














4,923,451 


15,000,000 00 







Jlr. Presitlent, tho Committee on Ecliication and L:ibor has also re- 
ported another bill, the purpose of which is to provide a perpetual fund 
for distribution rmmg the States and Territories for the support of com- 
mon school.s. For the first ten years it is proposed that that distribu- 
tion be made on tho basis of illiteracy, and ever afterward ou that of 
actual population. The proposition is to found a fund, and to increase 
that fuud by placing to its account every year the proceeds of the sales 
of public lands aud cue-half the income from the land grant railroads 
of the country, so called, and to distribute not the money itself thus 
received, but the interest thereof. 

Of course at the beginning the amount for distribution would be very 
trifling, as the interest upon the three, four, or five million, whatever 
the amount might be, which would be passed to the credit of this fund 
as the accumulation from the two sources mentioned for the first year 
would be very little indeed, but gradually it would increase, and in the 
course of teu j'ears the amount of interest that would be likely to accrue 
for distribution would become of essential consequence. It might reach 
in ten j'ears the amount of three or four million dollars, aud ever after- 
ward it would continue to increase. 

That bill has in suljstance been before the country for ten or twelve 
years. The honorable Senator from Massachusetts [Mr. Hoar] whom 
I do not now see in his seat was one of the earliest and strongest advo- 
cates of that measure, and the honorable Senator from Vermont [Mr. 
Morkill] has identified his name with it as he has with so many other 
of the great measures of legislation which have been enacted during the 
last twenty years in this country. That measure has received the sanc- 
tion of the Senate upon, I think, more than one occasion. It has failed 
to pass the House of Representatives heretofore. At some time that 
bill will come up for consideration by the Senate. 

The Committee on Education and Labor looked upon these two bills 
as entirely harmonious in their relation with each other, the one now 
being discussed relating only to a temporary e.^cigency, proposing to dis- 
tribute a larger amount of money immediately to reach an existing dif- 
ficulty, in order to equalize the educational condition of the country as 
a whole, and the other bill would naturally supplement it, and about 
the time the lund from the temporar^'-aid bill shall disappear some- 
thing substantial will be coming from this. 

I make these remarks at this time in order that I may introduce, as 
bearing upon the general subject of national aid to education and as 
contributing something to thesymmetry of the discussion, which must 
include that bill earlier or later, certain documentary matter. I present 
table No. 25, showing the aggregate amount received from the disposal 
of public lands in the past twenty years, and one-half the yearly amount 
received from the railroads, aud the yearly income to be derived upon 
an average yearly amount at 4 per cent, for each of the ne.xt ten years 
for school purposes; a like table. No. 2G, giving the income from rail- 
roads from three and a half years; and table No. 27 showing the dis- 
posals of the public lands aud the amount received therefrom in each 
fiscal year from July 1, 1SG2, to June 30, 1882, inclusive. I think 
these tables, in connection with the others which I have already in- 
troduced, will furnish to the Senate and to everybody practically all 
the statistical information that exists in this couutry in tlie possession 
of the Government, from its archives, as beariug ou tho subject-matter 
of education. 



Table 25. — Showimj aggregate amount received fi-om the disposal ofpnU- 
lie lands in ilie past tioenti/ years, 549,874,303.38 ; average amount per 
year, $2,443,715.17 ; one-half the yearly amount received from railroads, 
§223,639.92. 



First vc.ir. 
Secoiul vca 
Third year. 
Fourlli vcn 
Fifth ve.'iv.. 
.Sixth vt-ar. 
.Seventh re 
Eighth vta 
Ninth year 
Teiitli year 



', 405 09 
,810 IS 
:,215 27 
1, 020 30 
.025 45 
,430 51 
,S35 Oi! 
', 240 72 
1,045 81 
, 050 90 



426,7 
533, 4 
010, 1 



To agricult- 
ural colleges. 



871,130 80 
142, 261 00 
213, 392 40 
284,523 20 
355, 654 00 
426,784 80 
497,915 CO 
509, 045 40 
040, 177 20 
711,308 00 



S35, 505 40 
71, 130 SO 
100, 096 20 
142,201 60 
177,827 00 
213, 292 40 
248, 957 80 
284,523 20 
320, OSS GO 
355, 654 00 



Table 2G. — List of cash payments into the Treasury of the United States 
made by the Central Pacific Railroad Company on account of "25 per 
ce^it. of net earnings, ' ' under tlie act of 3Itiy 7, 1878, from July 1 , 1876, 
to Dcccmhcr 31, 1S81: 



six inonlli 
Twelve 111 



ending December 31, 1.S78 (report for 1379. page 33) $181,329 51 

nths ending December 31, 1879 (report for 1880, page 37)... 229, 070 32- 
uths ending December 31, 18S0 (report for lSSl,page 20)... 144,436 74 
iiths ending December 31, 18S2 (.report for 1882, page 27)... 79, 140 91 



Total fortlircaand a half years 063,932 49- 

Amoiints fonnd to be due in cash from the Union Pacific Railway Company 
on .account of *"2-3 per cent, of net earnings," tinder the act of May 7, 1873, for tho 
period from .July 1, 1878, to December 31, 18S1 ; but owing to questions in dis- 
pute payments have not yet been made by tlie company (sec report for 1382, 
pages 14 and 33J ; 

Si.x months ending December 31, 1S7S (report for ISSl, page 14) ?422,779 31 

Twelve months ending December 31, 1S79 (report for ISSl, page 14).. 521, 038 S3 
Twelve montlis ending December 31, 18S0 (report for 18S1, page 10).. 721, 993 08 
Twelve months ending December 31, ISSl (report for 1882, page 31).. 590, 191 31 

Total for three and a half years 

Less amounts due the company for services rendered 
prior to the act, which had been withheld by the Treas- 
ury Department, namely : 

Union Pacific (report for ISSl, page IS) 8191,2-14 34 

Kansas Pacific (report for lS81,page IS) 805,920 71 



2,259,002 OS- 



Due United Stales in cash 901,8.37 03 

January 6,1SS3. — Payments made during the last three and a half 
ycars'by the Central Pacific, average yearly 189,712 13 

Claimed by Government to be due, but nothing paid bj' Union Pa- 
cific, yearly average 2.57,607 72 



Gesee.^l Land Office, January 8, 1883. 

Table 27. — Statement showing the disposition of the public lands and the 
amount received therefrom in each fiscal year from July 1, 1862, to June 
30, 1882, inehisive. 



Year. 


Acres. 


Amoinil. 




2, 906, 698. 43 
3, 2S1, 865. 52 
4.513,738.40 
4; 029, 312. 87 
7,041,114.50 
6, 055, 742. 50 
7,060,151.97 
8,095,413.00 
10,765,705.39 
11,864,975.64 
13,0,30,006.87 
9,530,872.93 
7,070,271.29 
0,524,326.30 
4, 849, 707. 70 
8,080,178.88 
9, 333, SS3. 29 
14, 792, 371. 65 
10,128,175.25 
13,998,780.27 


8232, 239 03- 




797,817 92- 








824, 615 08 




1,347,802 52 




1,032,7-15 90 




4,472,SS6 28 




3, 063, .513 90 




2,929,284 70 




3, 218, 100 00 




3,408,515 50 




2, 469, 938 50 




1,781,001 27 




1,74T,2!5 83 




1,452,909 23- 




2,022,532 16 




1,883,113 50 




2, 290, 161 00 




4,402,112 .53 




7,759,893 82- 







In addition to the area and amount given for 18^2 there were disposed of In- 
dian lands 310.330.13 acres for 403 1,617.22, which, added to the total for 1882, mako 
a grand total for 1882 of 14,300,103.-10 acres and 58,394,516.04. 

Jlr. President, I now come to certaiu propositions which I think are 
fairly deducible from the preinLses already laid down. These proposi- 
tions are, I think, true: 

First. That intelligence and virtue geuerally diffused among the 
masses of the i^eople are necessary conditions to the existence Of repub- 
lican governments in the nation and iu the States. 

Second. That iu so far as iguorauco aud vice exist republican govern- 
ments ftiil, and that although the forms of freedom may continue, yefc 
the substance will be eaten out and ultimately the fabric itsen will falL 



NATIONAL AID TO COMMON SCHOOLS. 



45 



Third. That there is now in all parts of the country a dangerous de- 
gree of ignorance among the people, and that those invested with the 
sovereignty, which is the suffrage, are by reason of ignorance to a dan- 
gerous degree unfitted to exercise the functions of government. 

Fourth. That this mass of ignorance is increasing and not diminish- 
:ing, although there has been a slightly greater increase of population 
than of illiteracy relatively during the decade from 1870 to 18S0 in the 
country as a whole. 

Fifth. That in many parts of the country conditions are growing rap- 
idly worse rather than better, and that the evil is of that peculiar nat- 
ure that the local power and disposition to apply the remedy grows less 
as the necessity for it increases. 

Sixth. That the danger to the country is everywhere, although the 
disease may be largely local ; that ignorance anywhere circulates every- 
where and poisons the political and social life of each State and of the 
Tviole people. 

Seventh. That the remedy must be applied by those who perceive the 
danger; that if there is anywhere indifference to the remedy it proves 
-that there is the more occasion for its use, and that the insensibility of 
the patient requires at once such measures on the part of those still in 
relatively sound health as will prevent the spreading of the plague ; 
•and that the cry of physicians and nurses for help should control our 
-action rather than the convulsions or the stolidity of the patients. 

Eighth. But in this case there is neither indiiference nor stolidity; 
there is simply an inability to combat the plague unaided and a cry of 
distress. Ignorance is worse in a republic than the pestilence. 

Ninth. That the exceptional degree of illiteracy prevailing in some 
parts of the country as it constitutes a common danger, so it is the re- 
sult historically of causes for which the whole country is responsible, 
and that those portions of the land which have been free from the im- 
mediate presence of the institution to which we trace the evil are not 
without participation in the guilt as well as the lucre which apper- 
tained to it. 

That everywhere the pharisee business is played out and the prayer 
•of the publican is in order. 

Tenth. Those parts of the country where there is least illiteracy have 
as a rule received already very largely pecuniary assistance from sources 
which originated in fortunate location and the wise providence of those 
who lived before them, and that there is justice in the request for help 
- made by those whose ancestors acquired and defended the soil whereon 
these happy millions and glorious institutions now repose in prosperity 
and strength. 

Eleventh. That there is no State or Territory in the Union where 
the facilities for common-school education should not be greatly in- 
creased, and none where twice the amount of expenditure and effort 
now going on might not profitably be made. 

Twelfth. That local taxation is very heavy, falling chiefly upon 
homesteads and visible personal property and the estates of those least 
able to bear taxation, which should come from the surplus of society 
and not from its primary means of existence, while the national income 
is derived mainly from things either better not consumed at all, and 
therefore the more heavily taxed the better still, because there will be 
"the less of that harm which comes from consumption, or from articles 
paid for by those who have the surplus earnings and accumulated 
wealth of society. 

Thirteenth. That since, at the present time, the national taxation is 
iur less burdensome to the masses of the people, upon whom falls much 
more heavily the weight of the support of State and local institutions, 
sind also since the existence of the nation is as much imperiled by ig- 
norance as the perpetuity of the States, therefore the common good re- 
quires the appropriation of national aid to the support and maintenance 
of common schools. 

Fourteenth. That this aid should he distributed in such way and 
should so long continue as is necessary, in order to equalize the facili- 
ties for common-school education, and to once elevate the status of the 
masses of the community to a high standard of intelligence, at which 
point and after which the community would, in self defense and from 
the instinct which inclines men to keep a good when they possess it, be 
sure to educate itself suificiently without national help. This is proved : 
that systems of education are best supported and most firmly fixed in 
the most intelligent States. Those States would as soon surrender their 
liberties as their schools. They are synonymous. 

I now pass to consider the ability of the different sections to bear tax- 
ation. The ability of communities to bear taxation is not in proportion 
to their relative total wealth or property. But there must first be de- 
ducted as properly exempt from any imposition so much property and 
producing power as is necessary to subsistence, and taxation can not be 
sustained except upon the surplus remaining, if any. The valuation 
per capita of the New England States is $661; of the Middle States, 
|473; ofthe Western States, §33-1; of the Territories, $211; of the South- 
ern States, §155; of the colored population, not over §5; average of 
whole country, §337. 

But the ability to bear taxation depends upon producing power at 
the time the levy is made as much as upon accumulated propertj', for 
property will not sell and consequently can not pay unless producing 
ifoices are active. 



The census shows that from 1870 to 1830 in the States of Virginia, 
West Virginia, North Carolina, South Carolina, Georgia, Florida, Ala- 
bama, Mississippi, Louisiana, Texas, Arkansas, Kentucky, and Tennes- 
see, thirteen States, there was a net loss in valuation of $202,868,814. 
In Texas there was a gain of §170,631,586; in Georaia, .§12,253,080; 
North Carolina, §25,721,580; total, §208,606,240. Consequently the 
total loss of valuation in the other ten States enumerated was the enor- 
mous sum of §411,475,090 in ten j'ears. 

Bear in mind these are not the ten years during which the slaves 
were liberated. These were the ten vears between 1870 and 1880. 

Mr. MILLER, of New York. If it will not interrupt the Senator, I 
should like to ask him if it is not possible that that difference or shrink- 
age of value in some of the Southern States is accounted for by the dif- 
ference in the value of money in the census reports, being currency in 
1870 and gold in 1880? 

Mr. BLAIR. I can not say in regard to that. That is an open ques- 
tion upon which everybody can draw his own inference. But during 
the same time in the country at large, as the Senator knows, the aggre- 
gate valuation, which undoubtedly was made upon the same substan- 
tial basis in all parts of the country, very nearly doubled. It went 
from sixteen billion to thirty billion dollars or more, if I recollect aright. 
I will not vouch for figures, but I think it was from sixteen to thirty 
billion dollars, the actual values. The Senator will observe, too, that 
in three of the States enumerated there was an actual increase: in North 
Carolina of §25,000,000, in Texas of §170,000,000, and in Georgia of 
§12,000,000. I apprehend that the valuation is substantially on the 
same basis. 

Mr. EDMUNDS. How do you account for it? 

Mr. BLAIR. I account for it in the actual diminution in the cash 
value of the property in those States, if the figures are worth anything. 

Mr. EDMUNDS. But how do you account for it? 

Mr. BLAIR. From the general influences that operated in that sec- 
tion of the country. I think the data before the country very plainly 
show in most of these same States a quickening and revival in the busi- 
ness tendencies and in the business activity of the people and a general 
inclination to the investment of capital from abroad. The people are 
turning their attention to industrial questions, and very rapidly. The 
face of the South is being transformed, and the old poetic quotation 
will come in one of these days; the South will really bud and blossom 
as the rose, and that before a great while. But between the years 1870 
and 1880 we all know the condition ofthe Southern country, and I do 
not think I could elucidate the subject in such a way that it would be 
better understood than the honorable Senator from Vermont and others 
already understand it. 

The lack of education among the masses of the people is undoubtedly 
one more reason why property depreciated; perhaps the greatest reason 
was the absence of schools, and that was one cause why Northern im- 
migration failed to find its home in the South rather than in the West. 
If there is anything that a Northern man or a Northern family wants, 
it is a chance to educate the children ; it will not go where there are 
no schools. It is only primarily by the establishment of schools that 
that portion ofthe country can avail itself of the natural tendencies to 
immigration in that direction, either of individuals or of capital largely. 

The decrease in the losing States varied from 45 to 78 per cent. I 
call attention to the thread of what I was saying, showing a decrease 
in the valuation in ten of those States of §411,000,000. During the 
same ten years the increase of population was 4,006,982, which is Isup- 
Ijose at least 30 per cent, of the population of the same thirteen States 
in 1870. 

Ignorance and poverty procreate faster than intelligence and wealth. 

Again, ability to bear taxation for a certain purpose will depend 
upon the other existing demands for the application of revenue. In a 
great section of our country the fixed capital, the houses, structures of 
all kinds for residence and business of eveiy description, highways, and 
other means of transportation, &c., were lately destroyed by fire and 
sword, and when for that reason they have to be replaced or must be 
produced as a primary condition to existence and advancement for any 
reason, the taxation, such as poorand struggling communities can bear, 
must be greatly absorbed in these uses. A community has certain 
primary physical necessities like an individual, and as he must eat be- 
fore he'learus to read, so the community must provide for some things 
even before it provides completely for the intellectual culture of it3 
children; hence itwould be expected for all these causes that the people 
in the Southern States would be able to pay far less for the support of 
common schools than other portions of the American people. Yet, as 
a fact, they pay in proportion to their valuation as much and in propor- 
tion to their capacity to be taxed a great deal more for the education 
of their children. It is not a question of effort, but of strength. 

The rate per cent, of school to total taxation is, in New England, 20.2 
per cent. ; Middle States, 19.5 per cent. ; Western States, 26. G per cent. ; 
Territories, 22.4 per cent.; Southern States, 20.1 per cent.; average, 
whole country, 22.6 per cent. 

Sir. EDMUNDS. Do you mean on the total valuation? 

Mr. BLAIR. No; the percentage of school taxation to the entire 
amount of taxation. 

Mr. EDMUXDS. To a fixed ratio. 



46 



NATIONAL AID TO COMMON SCHOOLS. 



Mr. BLAIR. Taking the entire taxation of the country and dividing 
that taxation into groups, the New England States, the Middle States, 
the Western States, the Territories, and the Southern States. In New 
England 20.2 per cent, of all taxation is given to education, to schools. 

Mr. ED.MUND.S. That percentage of-the total for all purposes? 

Mr. liLAIR. Of the amount of all taxes raised and collected. For 
instance, where there is i?100,000 raised in any given community in 
New England, §20,200 of that $100,000 is applied to schools; ia the 
Sliddle States, ,$10,500 of the §100,000 is applied to schools; in the 
Western States, l?26,G00 isappliod to schools; in the Territories. $22,400 
is applied to schools; in the Southern States, §20,100 is applied to 
schools; and the average for the whole country of every §100,000 of 
taxation is §22, GOO. It has a very important bearing on the merits of 
the proposition that this table be understood. 

I now proceed to consider the increase of educational expenditures 
required. I have not dared to make these calculations up to what I 
think thgy really should be; they are the minimum. The education 
of children'is abusiness just as much as the running of a government, 
or a line of transportation, or the raising of crops. A j)lant is first re- 
quired. The child, ignorant of his letters, is the raw material; and 
in theory at least, the young man or woman instructed in the ritdi- 
ments of knowledge and skilled in the primary arts for its acquisition 
is the manuliictured article. 

Falling back upon the returns of the Bureau of Education of 1881, 
the latest and most reliable we have, and bearing in mind all that I 
have said in the early part of my remarks of the increase since that 
time and the enlarged proportions of the problem we are dealing with, 
I ask attention to the following facts: 

In 1831 there were children of the school ages in the United States 
not enrolled, that is, not attending at all anywhere in public or private 
schools, 6,030,930. 

I -will here state that educators complain everywhere that they lack 
accommodations for those who are actually enrolled. There are no 
school-houses for their accommodation. In fact there are not sittings 
for more than are enrolled anywhere. A school-house for fifty pupils 
can not cost less than §300. We have, then, a necessity for increase o 
school-houses 120,567, and of teachers at least the same number. The 
houses would cost §36,170,100; if you fit the teachers -with one year 
of instruction, at §250, §30,141,850; teachers' wages for three-months' 
school, at §30, boarding themselves, about 50 cents per day — one- third 
pay of diggers of ditches and short drains — §10,854,930; cost of books, 
wh:ch must be paid for by some one,'§180,782; total, §77,347,662, to 
provide the plant and run it three montlis for the instruction of the 
children not now attending school at aU in this country. 

Take now the seventeen Southern States, including the District of 
Columbia. There were not-enrolled children of school ages returned 
to the bureau in the year 1881, 2,873,399; school-houses and teachers 
required, 57,465; cost of houses at §300 each, §17,239,500; cost of fit- 
ting teachers, at §250 one year, §14,366,250; pay for three months, 
•wages at §30 per month, teacher paying board, §5,172,750; school- 
books, §86, 148— -a total cost to provide for and instruct for three months 
the children not now enrolledin public or private schools §36,864,648, of 
which §31,692,898 is necessary before the schools could begin. 

Now, all this done, in addition to what already exists north and 
south, the country would be only tolerably supplied with a school 
plant, the repair and reproduction of which, with constant increase of 
investment to perform properly the increasing educational work, must 
be provided for. 

But it should be borne in mind that a school of three months leaves 
nine months in the year in which to forget what has been learned in 
the three. Many schools are far less in duration, and consist of but a 
single term during the year, some not more than three or four weeks, 
in fact. These averages are pernicious, inasmuch as it is like an effort 
to divide the crime or misery of the country according to population, 
and say that each person sutlers 25 per cent, from cancer, or is three- 
fourths a lunatic, or 50 per cent, a murderer. But it is the best we can 
do, and in no event are we likely fully to grasp the tremendous signifi- 
cance of the solid facts. The schools in my opinion should be six months 
yearly, and be divided in two terms. That is enough ; and the rest of the 
time of youth should be given to industrial improvement and recreation. 

The actual yearly expenditures of all moneys for public schools in 
the whole country is at this time just about §80,000,000. I believe that 
to be a liberal estimate. Of this, in the sixteen Southern States, with 
the District of Columbia, there may be §14,000,000. In the year 1881 
it was §13,359,784, as returned to the Commissioner of Education. The 
schools average about three months yearly. 

If we deduct the §14,000,000 from §80,000,000 we have remaining as 
the expenditure in the rest of the country §66,000,000. As these South- 
ern States have one-third the total population, in order to place that 
section upon an equality of privilege with the rest there should be, in- 
stead of §14,000,000, .1 yearly expenditure of §33,000,000 for her en- 
rolled children, and none of these calculations make any provision for 
children not enrolled at all. 

It is too low an estimate to say that in the North there should bean 
expenditure of §100,000,000 at once to increase school facilities, pro- 
vide and qualify teachers for their work, and at least as much more in 



the South, or in the whole country, §200,000,000. Upon the present 
basis of expenditure in the North there would be §100, 000, 000 annually 
paid for the support of public schools in the whole country. If one- 
third the children are now unenrolled and unprovided for, there should 
be an increase in j'early expenditure of §50,000,000 on their account. 
This would make the annual cost of our public schools only §150,000,- 
000, and would give to all the children of the whole country but six 
months' training each year, and to teachers only the pay of common 
laborers or less. 

The proposition of the Senator from Illinois [Mr. Logan] — setting 
aside the source of supply from which he proposed to get the money 
which would have a tendency to identify the support of the public 
schools with the prosperity of a business which I hope will yet disap- 
pear from the earth, which proposition was to appropriate about §80,- 
000,000 yearly to schools — is really moderate when the necessities of 
the problem are fairly stated, and I take this occasion to say that the 
proposition of the Senator from Illinois, divested of the objectionable 
feature referred to, is worthy of a great statesman and far-seeing patriot. 
There is nothing the matter but our own failure to fully appreciate the 
stern requirements of the situation. 

If fifty, eighty, or one hundred millions could be substituted for the 
fifteen millions proposed in this bill, and the whole distributed upon 
the basis of population, or of illiteracy, temporarily, it would be far 
better. But I have no hope of the adoption of such a measure, and the 
committee felt tinder the necessity of confining the amount to the com- 
parative pittance of fifteen millions, which must necessarily, if not very 
largely increased, be confined to the dense clouds of ignorance where 
explosions are threatened; that is to say, it must be applied locally to 
the evil itself. In States which receive Isut little, comparatively little 
is wanted. 

Even after §15,000,000 are divided upon the basis of illiteracy, the 
individual child will receive for his education in California, §15.12; in 
Colorado, $14.34; in Connecticut, §10.71; -in Nevada, §14.40; in New 
Hampshire, §10.07; in Ehode Island, §11.36; in District of Columbia, 
§13.61, and in Massachusetts, §19.21. 

While in Alabama he will receive §3. 64; in Arkansas, §3.13; in Flor- 
ida, §3.75; in Georgia, §4.03; in Kentucky. §3.67; in Louisiana, §4.96; 
in Mississippi, §4.09; in Virginia, §3.94; in West Virginia, §4.31; in 
North Carolina, §3.26; in South Carolma, §5.05. 

While the immediate need in these last States is at least for double 
the education called for in the first group. 

This bill appropriates §15,000,000 the first year, and will give to 
every State and Territory §3 for each person over ten years of age who 
can not read, and §2.41 for each person who can not write, lessening in 
amount, that is according to the basis of distribution, §1,000,000 yearly 
for ten years, when all payments are to cease. 

The State will apply the funds and render a yearly account of the 
manner in which the work is done. The Executive, if dissatisfied, can 
withhold further expenditures, subject to the action of Congress. 

Each State and Territory must expend for school purposes at least 
one-third the amount received during the first five years and an equal 
amount the second five years of the operation of the bill if it should 
become a law. 

States receiriug small amounts can expend the same for normal in- 
struction, teachers' institutes, or otherwise, as they prefer. The amount 
that New Hampshire receives, for instance, would increase her normal 
school focUities more than threefold beyond the present expenditure of 
the State, or give 59 cents yearly to persons of school age. 

The funds must be applied to schools and not to structures, not ex- 
ceeding one-tenth to the qualification of teachers, which is the first ne- 
cessity. The States are required to so use the fund as to bring about 
an actual equalization of school advantages to all children alike. In- 
dustrial education is provided for when practicable, which wUl be but 
seldom, although something may be done in suitable localities and in 
the way of beginning. 

We are a great way deeper in the mire than we realize when we talk 
of doing much in the way of teaching trades and occupations before 
our children can half of them find a chance to learn to read. But it 
will come in time, and a beginning can now be made in the way of set- 
ting out a few .young trees. 

The Territories are of the utmost importance, and the bill under- 
takes to provide for them iudisiiensable legislation, both in appropria- 
tions and administration. 

The method of expenditure in the States is the same substantially 
which has already been adopted by the Senate in the passage of the bill 
establishing a national school fund from the proceeds of the sale of pub- 
lic lands, &c. As both parties have already indorsed that method of 
expenditure on more than one occasion, the committee, or at least a 
majority of its members, have thought best to avoid all chance for con- 
troversy on that subject by adopting that which, having been repeat- 
edly sanctioned, can now be repudiated with consistency. 

I also embrace this fitting opportunity to say that I fully believe 
that the States will everywhere disburse the moneys received under 
this bill, if it becomes a law, in good foith and with as sacred regard 
to the demands of prudence and honor in one section of the country as 
in the other. For a year or two there may be some possible confusion 



NATIONAL AID TO COMMON SCHOOLS. 



insetting up and testing niiichiuery, but in the existing condition of the 
public nund the better way is to give outright to the States and hold 
them, a5 they desire to be held, to au undivided responsibility, to be 
redeemed upon their honor. We shall not trust to that honor in vain. 

Mr. President, the absolute necessities of this nation of these States, 
of their darkened present and of the portentous future, demand the 
appropriation of public money from a full Treasury to aid in theestab- 
lishment and support of common schools throughout the country. 

Sir, I appeal to the flicts, and entreat the Senate to pass this bill. 

[Text of the bill (S, 398) as it passed the Senate April 7, ISS'l, by a vote of yeas 
u'- 33, nays 11. 

An act to aid in the establisbmentandtemporary supportof commonschoola. 

Be it enacted hy the Senate and Souse of Represcnlalives of the United Stales of 
America in Congress assembled. That for eig-ht years next after the passage of this 
act there shall be annually appropriated from the money in the Treasury the 
following sums, to wit: The first year the sum of &7, 000,000, the second year the 
sum of 810,000,000, the third year the sum of S15,000,000, the fourth year the sum 
of S13,000,000, the fifth year the sum of 511,000,000, the sixth year the sum of 
S9,000,bo0, the seventh year the sum of 87,000,000, the eighth year the sum of 
$5000,000 ; which several sums shall be expended to secure the benefits of com- 
mon-school education to all the children of the school age mentioned hereafter 
living in the United States, 

Sec. 2. That such money shall annually be divided among and paid out in the 
several States and Territories in that proportion which the whole number of per- 
sons in each who, being of the age of 10 years and over, can not write, bears to 
the whole number of such persons in the United States; such computation shal]^ 
be made according to the census of 1S30. 

Sec. 3. That no State or Territory shall receive any of the benefits of this act 
until the governor thereof shall file with the Secretary of the Interior a state- 
ment, certified by him, showing the character of the common-school system in 
force in such State oi' Territory; the amount of money expended therein during 
the last preceding school year in the support of common schools, not including 
expenditures for the rent, repair, or erection of school-houses ; whether any dis- 
crimination is made in the raising or distributing of the common-school revenues 
or in the cominon-school facilities afforded between the white and colored chil- 
dren therein, and, so far as is practicable, the sources from which such revenues 
were derived ; the manner in which the same were apportioned to the use of the 
common schools; the number of white andthe number of colored common 
schools; the average attendance in each class and the length of the school term. 
No money shall be paid out under this act to any State or Territory that shall 
not have provided by law a system of free common schools for all of its children 
of school age, without distinction of race or color, either in the raising or dis- 
ti'ibuting of school revenues or in the school facilities afforded: Provided, Thtxt 
separate schools for white and colored children shall not be considered a viola- 
tion of this condition. The Secretary of the Interior shall thereupon certify to 
the Secretary of the Treasury the names of the States and Territories which he 
finds to be entitled to share in the benefits of this act, and also the amount due 
to each. 

Sec. 4. That the amount so apportioned to each State and Territory shall be 
drawn from the Treasury by warrant of the Secretai-yof the Treasury, upon the 
monthly estimates and requisitions of the Secretary of the Interior, as the same 
may be needed, and shall be paid over to such ofiicers as shall be authorized by 
the laws of the respective States and Territories to receive the same. 

Sec. 5, That the instruction in the common: schools wherein these moneys 
shall be expended shall include the art of reading, writing; and speaking the 
English language, arithmetic, geography, history of the United States, and such 
other branches of useful knowledge as may be taught under local laws. 

Sec. 6. The money appropriated and apportioned under the provisions of this 
act to the use of any Territory shall be applied to the use of common and indus- 
trial schools therein by the Secretary of the Interior. 

Sec. 7. That the design of this act not being to establish an independent sys- 
tem of schools, but rather to aid for the time being in the development and 
maintenance of the school system established by local government, and which 
must eventually be wholly maintained by the States and Territories wherein 
they exist, it is hereby provided that no greater part of the money appropriated 
under this act shall be paid out to any State or Territory in any one year than 
the sum expended out of its own revenues or out of moneys raised under its 
authority in the preceding year for the maintenance of common schools, not 
including the sums expended in the erection of school buildings. 

Sec. 8. That a part of the money apportioned to each State or Territory, not 
exceeding one-tenth thereof, may yearly be applied to the education of teachers 
for the common schools therein, -which sum may be expended in maintaining 
institutes or temporary training schools or in extending opportunities for nor- 
mal or other instruction to competent and suitable persons, of any" color, who 
are without necessary means to qualify themselves for- teaching, and who shall 
agree in writing to devote themselves exclusively, for at least one year after 
leaving such training-schools, to teach in the common schools for such compen- 
sation as may be paid other teachers therein. 

Sec. 9. That no part of the educational fund allotted to any State or Territory 
shall be used for the erection of school-houses or school buildings of any descrip- 
tion, nor for rent of the same. 

Sec. 10. That the moneys distributed under the provisions of this act shall be 
used only for common schools, not sectarian in character, in the school districts 
of the several States and Territories, in such way as to provide, as near as may 
be, for the equalization of school privileges to all the children of the school age 
prescribed by the law of the State or Territory wherein the expenditure shall be 
made, thereby giving to each child, without distinction of race or color, ah equal 
opportunity for education. The term "school district" shall include all cities, 
towns, parishes, and other territorial subdivisions for school purposes, and all 
corporations clothed by law with the power of maintaining common schools. 

Sec 11. That no second or subsequent allotment shall be made under this act 
to any State or Territory unless the governor of such State or Territory shall first 
file with the Secretary of the Interior a statement, certified by him, giving a de- 
tailed account of the payments or disbursements made of the school fund appor- 
tioned to his State or Territory and received by the State or Territorial treasurer 
or officer under this act, and of the balance in the hands of such treasurer or offi- 
cer withheld, unclaimed, or for any cause unpaid or unexpended, and also the 
amount expended in such State or Territory as required by section 8 of ihis act, 
and also of the number of public, common, and industrial schools, the number 
of teachers employed, the total number of children taught during the year, and 
in what branches instructed, the average daily attendance, and the relative num- 
ber of white and colored children, and the number of months in each year schools 
have been maintained in each school district. And if any State or Territory shall 
misapply or allowtobemisappliedj or in any manner appropriated or used other 
than for the purposes herein required, the funds, or any part thereof, received 
under the provisions of this act, or shall fail to comply with the conditions 
herein prescribed, or to report as herein provided, through its proper officers, 
\ the disposition thereof, and the other matters herein prescribed to be so re- 
ported, such State or Territory shall forfeit its right to any subsequent apix)r- 



tionment by virtue hereof until the full amount so misapplied, lost, or misap- 
propriated shall have been replaced by such State or Territory and applied as 
herein required, and until such report shall have been made: Provided, Tliat if 
the public schools in any State admitpupilsnotwithin theages herein specified, 
it shall not be deemed a failure to comply with the conditions herein. If it 
shall appear to the Secretary of the Interior that the funds received under this 
act for the preceding year by the State or Territory have been faithfully applied 
to the purposes contemplated by this act, and that the conditions thereof have 
been observed, then the Secretary of the Interior shall distribute the next year's 
appropriation as is hereinbefore provided. The Secretary of the Interior shall 
have poTver to hear and examine any complaints of misappropriation or unjust 
discrimination in the use of the funds herein provided, and shall report to Con- 
gress the results thereof. 

Sec. 12. That on or before the 1st day of September of each year the Secretary 
of the Interior shall report to the President of the United States v/hether any 
State or Territory has forfeited its right to receive its apportionment under this 
act, and how forfeited, and whether he has withheld such allotment on account 
of such forfeitui'e ; and each State and Territory from which such apportion- 
ment shall be withheld shall have the right to appeal from such decision of the 
Secretary of the Interior to Congress. 

Sec. 13. That the Secretary of the Interior shall be charged with the praciical 
administration of this act in the Territories through the Commissioner of Edu- 
cation, who shall report annually to Congress its practical operation, and briefly 
the condition of common and industrial education as affected thereby through- 
out the country, -which report shall be transmitted to Congress by the Secre- 
tary of the Interior, accompanying the report of his Department. And the 
power to alter, amend, or repeal this act is hereby reserved. 

Sec. 14, That no State or Territory that does not distribute the moneys raised 
for common school purposes equally for the education of all the children, with- 
out distinction of race or color, shall be entitled to any of the benefits of this act_ 

Passed the Senate April 7, 1834. 

Attest : 

ANSON" G. McC00K:,5ccrefary. 



[Text of the bill (S. 3D3) as reported to the Forty-eighth Congress.] 

Be it enacted by the Senate and House of Representatives of the United States of 
America in Congress assembled. That for ten years after the passage of this act 
there shall be annually appropriated from the money in the Treasury the fol- 
lowing sums, to wit : The first year the sum of ^15,000,000, the second ye^r the 
sum of S14,000,000, the third year the sum of §13,000,000, and thereafter a sum 
diminished §1,000,000 yearly from the sum last appropriated until ten annual ap- 
propriations shall have been made, when all appropriations under this act shall 
cease; which several sums shall be expended to secure the benefits of common- 
school education to all the children of the school age mentioned hereaiter living 
in the United States. 

Sec. 2. That such money shall annually be divided among and paid out in the 
several States and Territories in that proportion which the whole number of 
persons in each who, being of the age of ten years and over, can not read and 
write bears to the whole number of such persons in the United States ; and until 
otherwise provided such computation shall be made according to the ofScial 
returns of the census of 1880. 

Sec. 3. That the Secretary of the Interior, at the close of each fiscal year, shall 
ascertain the total amount of the school fund to which the States and Territories 
and the District of Columbia are entitled under the provisions of this act, and 
shall certify the same to the Secretary of the Treasury. That upon the receipt 
of such certificate the Secretary of the Treasury shall, on or before the 31st day 
of July of each year, apportion the said total sum so certified among the several 
States and Territories and tb e District of Columbia upon the basis of population 
and illiteracy specified in the second section of this act. 

Sec. 4. That the amount so apportioned to each State and Territory and to the 
District of Columbia shall be paid, upon the wai-rant of the Commissioner of 
Education, countersigned by the Secretary of the Interior, out of the Treasury 
of the United States, to the treasurer of the Stat«, Territory, or District, or to 
such officer as shall be designated by the laws of such State, Territory, or Dis- 
trict to receive, account for, and pay over the same to the several school dis- 
tricts entitled thereto under said apportionment. The term "school district " as 
used in this section shall include cities, towns, parishes, or such other corpora- 
tions as by law are clothed with the power of maintaining common schools: 
Provided, That such distribution or payment, after the receipt of said fund by 
the State, Territory, or District, may be made to any officer designated by the 
laws of the State, Territory, or District, for the disbursement of the school funds 
to the teachers employed in such schools. 

Sec. 5. That the instruction in the common schools wherein these moneys 
shall be expended shall include the art of reading, writing, and speaking th'j 
English language, arithmetic, geography, history of the United States, and such 
otherbranches of useful knowledge as may be taugh tundeiilocal laws, and shall 
include, whenever practicable, instruction in the arts of industry, and the in- 
struction of females in such branches of technical or industrial education as are 
suited to their sex, which instruction sliall be free to all, without distinction of 
race, color, nativity, or condition in life : Provided, That nothing herein shall 
deprive children of different races, living inthe same community but attending 
separate schools, from receiving the benefits of this act the same as though the 
attendance therein were without distinction of race. 

Sec. 6. The money appropriated and apportioned under the provisions of this 
act to the use of any Territory shall be applied to the use of common and indus- 
trial schools therein by the Secretary of the Interior. 

Sec. 7. That the District of Columbia shall be entitled to the privileges of a 
Territory under the provisions of this act, but its existing laws and school au- 
thorities shall not be affected by the operation of this act. The Commissioner 
of Education shall be charged with the duty of superintending the distribution 
of its allotment, and shall make full report of his doings to the Secretary of the 
Interior. 

Sec. S. Thatthedesign of this act not being to establish an independent system 
of schools, but rather to aid for the time being in the development and mainte- 
nance of the school system established by local government, and which must 
eventually be wholly maintained by the States and Territories wherein they 
exist, it is hereby provided that no part of the money appropriated under this 
act shall be paid out in any State or Territory which shall not, during tlie first 
fiveyears"of the operation of this act, annually expend for the maintenance of 
common schools at least one-third of the sum which shall be allotted to it under 
the provisions hereof, and during the second five years of its operation a sura, 
at least equal to the whole amount it shall be entitled to receive under this act. 

Sec. 9. That a part of the money apportioned to each State or Territory, not 
exceeding one-tenth thereof, may yearly be applied to the education of teachers 
for the common schools therein, which sum may be expended in maintaining 
institutes or temporary training schools, or in extending opportunities for nor- 
mal or other instruction to competent and suitable persons, of any color, who 
are without necessary means to qualify themselves for teaching, and who shall 
agree in writing to devote themselves exclusively, for at least one year after 
leaving such trainingschqols, to teach in lire common schools, for such compen- 
sation as may be paid other teachers therein. 

Sec. 10. That no part of the educationalfundallotted to any State or Territory 



48 



NATIONAL AID TO COMMON SCHOOLS. 



or Ihc Pistrlct of Columbirt slmll be used for the erection of school-houses or 

school buiUliii-sofniiv description, nor for rent of the same. 

Si"r. II Tli;it tin- i!ioin>ys (li>^tril>ii(i*(l nnilcr tlio provisions of this act shall bo 
nsei'l i'n liir ^rlh.1,1 Mi-I ri-i- .>r t lu' <-'Vit;iI stales jind IVrritorics in such way as 

tOprovi.U- ;i-.nrii ;i-in,i\ I ir f. -c 1 1 h ■ r^ ' l^^l ' '"''' " '" "'' ^'•''^"^^"'"^'''^K'^S tO all the 

chil(in-iiol'ilir-, 1 1 i,._^,-|.|-,~riiii<'>ll.y Ihc hi \v.. ft lie stale or Territory wherein 

the* rvpcii.liiiiir -.li.ill lie ni.ulr, tlicruby ^ivin;^' lu cieh child an opportunity for 
coiiiiiii'M--> liiM.l iiihl, --'> l.ir as may be," of industrial education; and to this end 
fxi-i II. ■ piiiilir ■-riiMil-, not -c.iarian in character, may be aided, and new ones 
nKi> I" . -lahii-lu.l. as Ilia V hv ilecmed best, in the several localities. 

.si , ij riiai anv Slate in wliioli the number of persona 10 years of age and 
upwaiil win. ran not read and write is not over 5 per cent, of the whole pot>ula- 
tii.ii ihrLof -.li ill have tliL- ri^ht to receive its allotment and to apply the same 
for the pi.anniioii uf cuuinion-.sehool and industrial education, or the education 
of tcaelicrs ihurtrin, insuclia way as the Legislature of such State shall provide. 

Sec. 13. That the Secretary of 'the Interior shall receive from the governor of 
each State and Territory a report, to be made by or tlirough such governor on 
or before the 30th day of June of each year, giving a detailed account of the pay- 
ments or disbursements made of the school fund apportioned to his State or 
Territory and received by the State or Territorial treasurer or officer under sec- 
tion 4 of"this act, and of the balance in the hands of such treasurer or officer 
withheld, unclaimed, or for any cause unpaid or unexpended, and also the 
amount expended in such State or Territory as required by sections of this act, 
and also of the number of public, common, and industrial schools, the number 
of teachers employed, the total number of children taught during the year and 
in what branches instructed, the average daily attendance, and the relative num- 
ber of white and colored children, and the number of months in each year 
schools have been maintained in each school district, and such other informa- 
tion in relation to the use of the school fund and the condition of common- 
school education as the Sccretai-y of the Interior may require. And if any State 
or Territory shall misapply or allow to be misapplied, or in any manner appro- 
priated or used other than for the purposes herein required, the funds, or any 
part thereof, received under the provisions of this act, or shall fail to comply 
with the conditions herein prescribed, or to report as herein provided, through 
its proper officers, the disposition thereof, such State or Tcrritoryshall forfeit its 
right to any subsequent apportionment by virtue hereof until the full amount 
so misapplied, lost, or misappropriated shall have been replaced by such State 
or Territory and applied as herein required, and until such report shall have 
been made : Provided, That if the public schools in any State admit pupils not 
within the ages herein specified it shall not be deemed a failure to comply with 
the conditions herein. 

Sec. 14. That on or before the 1st day of September of each year the Secretary 
of the Interior shall report to the President of the United States whether any 
State or Territory or the District of Columbia has forfeited its right to receive its 
apportionment under this act, and how forfeited, and whether he has withheld 
such allotment on account of such forfeiture; and each State and Territory and 
the Districtof Columbia from which such apportionmentshall be withheldshall 
have the right to appeal from such decision of the Secretary of the Interior to 
Congress ; and if the next Congress shall not direct such share to be paid, it shall 
be added to the general educational fund for distribution among the other States 
and the Territories and District of Columbia which shall be entitled to the bene- 
fit of the provisions of this act. 

Sec. 15, That the Secretary of the Interior shall be charged with the practical 
administration of this act in the Territories and the District of Col umbia, through 
the Commissioner of Education, who shall eport annually to Congress its prac- 
tical operation, and briefly the condition of common and industrial education as 
affected thereby throughout the country, which report shall be transmitted to 
Congress by the Secretary of the Interior, accompanying the report of his De- 
partment. 

[Text of bill (S. 151) introduced in the Forty-seventh Congress.] 

In the Sen'.\te of the United States, 

December 6, 1881. 
Mr. Elair asked and, by unanimous consent, obtained leave to bring in the 
following bill ; which was read twice, and referred to the Committee on Educa- 
tion and Labor. 
Decmber 20, 1881, ordered to be printed. 

A bill to aid in the establishment and temporary support of common schools. 

JSe i( enacted by the Senate and House of Representatives of the United States of 
America in Congress assembled. That for ten yearsnextafter the passage of this act 
there shall be annually appropriated from the money in the Treasury the follow- 
ingsums, to wit : The first year the sum of 315,000,000, the second year the sum of 
814,000,(100, the third year the sum of §13,000,000. and thereafter a sum diminished 
51,000,000 yearly from the sum last appropriated until ten annual appropriations 
shall have been made, when all appropriations under this act shall cease ; which 
several sums shall be expended to secure the benefits of common-school educa- 
tion to all the children living in the United States. 

Sec. 2. That the instruction in the common schools wherein these moneys shall 
be expended shall include the art of reading, writing, and speaking the English 
language, arithmetic, geography, history of the United States, and such other 
branches of useful knowledge as may be taught under local laws, and may in- 
clude, whenever practicable, instruction in the arts of industry ; which instruc- 
tion ehall be free to all, without distinction of race, nativity, or condition in life : 
Provided, That nothing herein shall deprive children of different races, living 
in the same community but attending separate schools, from receiving the bene- 
fits of this act the same as though the attendance therein were without distinc- 
tion of race. 

Sec. 3. That such money shall annually be divided among and paid out in the 
several States and Territories in that proportion which the whole number of 
persons in each who, being of the age of ten years and over, can not read and 
write bears to the whole number of such persons in the United States; and 
until otherwise provided such computation shall be made according to the 
official returns of the census of 18S0. 

Sec. 4. That such moneys shall be expended in each State by the concurrent 
action, each having a negative upon the other, of the Secretary of the Interior, 
on the part of the United States, and of the superintendent of public schools, 
board of education, or other body in which the administration of the public- 
school laws shall be vested, on the part of the several States wherein the ex- 
penditures are respectively to be made; and whenever the authorities of the 
United States and of the State fall to ngrce as to llio distribution, use, aud ai>- 



plication of the money hereby provided for, or any part thereof, payment 
thereof, or such part thereof, slmll be suspended, and if such disagreement con- 
tinue throughout the fiscal year for which the same was appropriated, it shall 
be covered into the Treasury and shall be added to the general appropriation 
for the next year, provided for in the (U'st section of this act. 

All sums of money appropriated under tlie provisions of this act to the use of 
any Territory shall be applied to the use of schools tlierein by the Secretary of 
the Interior, through the commissioner of common schools, whose appointment 
is hereinafter provided for. 

Sec. 5. That the moneys distributed under the provisions of this act shnll be 
used in the school districts of the several States and Territories in such way as 
to provide for the equalization of school privileges to all the children thnxigh- 
out the State or Territory wherein the expenditure shall be made, thereby giv- 
ing to each child an opportunity for common-school education ; and to this end 
existing public schools not sectarian in character may be aided, and new ones 
may be established, as may be deemed best in the several localities, 

Skc. 6. That apart of the money apportioned to each State or Territory, not 
exceeding one-tenth thereof, may yearly be applied to the education of teachers 
for the common schools therein, which sum maybe expended in maintaining 
institutes or temporary training schools or in extending opportunities for nor- 
mal or other instruction to intelligent and suitable persons, of any color, who 
are without necessary means, and who shall agree, in writing, to qualify them- 
selves and teach in the common schools of such State or Territory at least one 
yeai*. 

Sec. 7. That the design of this act not being to establish an independent sys- 
tem of schools, but rather to aid for the time being in the development and 
maintenance of the school systems established by local power, and whieli must 
eventually be wholly maintained by the States and Territories wherein they 
exist, it is hereby provided that no part of the money appropriated under this 
actshall be paid out in any State or Territory which shall not during the first 
five years of the operation of this act annually expend for the maintenance of 
common schools, free to all, at least one-third of the sum which shall be allotted 
to it under the provisions hereof, and during the second five years of its opera- 
tion a sum at least equal to the whole it shall be entitled to receive under this 
act ; and if such expenditure shall not be shown to the Secretary of the Interior 
at the end of each fiscal year by each State or TeiTitory, respectively, or by such 
other evidence as shall be satisfactory to him, then the allotment under this act 
for each subsequent year so long as there shall be a deficiency of such expendi- 
ture by the State or Territory from the proceeds of local funds, whether derived 
from taxation or otherwise, shall be expended for the support of common 
schools therein wholly in the discretion of the Secretary, who shall apply the 
same to the support of existing or to the establishment of new schools in such 
way as he shall deem best. 

Sec. 8. That no part of the money herein provided for shall be used for the 
erection of school-houses or school-buildings of any description, nor for rent of 
the same : Provided, however. That whenever it shall appear to the Secretary that 
otherwise any given locality will remain wholly without reasonable common- 
school advantages, he mayjin his discretion, from the general fund allotted to 
the State or Territory, provide schools and fortheirtemporary accommodations, 
by rent or otherwise, in the most economical manner possible: And provided fur- 
ther. That in no case shall more than 5 per cent, of such allotment be set apart 
for or be expended under the provisions of this section. 

Sec. 9. That there shall be appointed by the President, by and with the advice 
and consent of the Senate, a commissioner of common schools in each State 
and Territory, who shall be a citizen thereof and shall reside therein, and shall 
perform all such duties as may be assigned to him by the Secretary of the In- 
terior, and who shall be specially charged with all the details of the execution 
of this act within his jurisdiction, and in co-operation with the State authorities. 
In the Territories he shall also be charged with the general supervision and 
control of public education, and shall possess all the powers now vested in Ter- 
ritorial superintendents and boards of education, or by whatever Territorial 
officers the same may have been hitherto exercised. He shall be paid a' salary 
of not less than three nor more than five thousand dollars, in the discretion of 
the Secretary of the Interior. He shall annually make full reports of all mat- 
ters connected with schools in his jurisdiction to the Secretary of the Interior, 
and particular reports when called upon by the Secretary, and especially of all 
details in the administration of this act. In addition to his other duties he 
shall devote himself to the promotion of the general interests of public educa- 
tion in the State or Territory for which he is appointed. 

Seo. 10. That any State, in which the number of persons ten years of age and 
upward who can not read is not over 5 per cent, of the whole population, sig- 
nifying its desire that the amount allotted to it under the provisions of this act 
shall be appropriated in any other way for the promotion of common-school 
education, in its own borders or elsewhere, its allotment shall be paid to such 
State to be thus appropriated : Provided, That its Legislature shall have first con- 
sidered the question of its appropriation to the general fund for use under the 
provisions of this act in States and Territories where theproportion of illiterate 
persons is more than 5 per cent, of the whole population. 

Sec. H. That any State whose illiterate is greater than 5 per cent, of its whole 
population failing to accept the provisions of this act and to comply with its 
provisions, so as to be entitled to its allotment from year to year, the sum al- 
lotted to such State, subject to the discretionary action of the Secretary of the 
Interior under the sixth and seventh sections of this act, shall become a part of 
the fund to be distributed among the States which shall be entitled to their re- 
spective allotments, and to the Territories. And any State not accepting the 
provisions of this act, nor acquiring the right to dispose of its allotment as pro- 
vided in the preceding section, the same shall become a part of the general fund 
for like distribution. 

Sec. 12. That the District of Columbia shall be entitled to the privileges of a 
Territory under the provisions of this act, but there shall be no commissioner of 
common schools appointed forsaid District, norshall its existing laws and school 
authoritiesbe interfered with. The Commissioner of Education shall be charged 
with the duty of superintending the distribution of its allotment, and shall make 
full report of his doings to the Secretary of the Interior. 

Sec. 13. ThattheSecretary of tho'Interior shall be charged with the practical 
administration of this law through the Bureau of Education, and all moneys 
paid under its provisions shall be made by Treasury warrant to the individual 
performing the service to whom indebtedness shall be due. and who shall be 
personally entitled to receive the money, or to his agent, duly authorized by 
him, upon vouchers approved by the State authorities, when under theprovis- 
ions of this act their approval is necessary, and by the commissioner of common 
schools for the State or Territory wherein the expenditure shall be made, and 
by theSecretiiry of the Interior. 



NATIONAL AID TO COMMON SCHOOLS. 



49 



[Text of the bUl (S. 194) as it passed the Senate March 5, 1886, by a vote of yeas 
36, nays 11.] 

SS. 194. 

IN THE SENATE OF THE UNITED STATES. 

Maboh 5, 1886. 

A BILL 
To aid in tlie establishment and temporary support of common scliools. 
Be it enacted by the Senate and House of Representatives of the United Stales oj 
AmcHca in Congress assembled^ That for eif<ht fiscal years next after the passage 
of this act there shall be annually appropriated from the money in the Treas- 
ury the following sums, to witt The first year the sum of 87,000,000, the second 
year the sum of $10,000,000, the third year the sum of $1.5,000,000, the fourth year 
the sum of S13,000,000, the fifth year the sum of $11,000,000, the sixth year the sum 
of $9,000,000, the seventh year the sum of $7,000,000, the eighth year the sum of 
$5,000,000 ; which several sums shall be expended to secure the benefits of com- 
mon-school education to all the children of the school age meniioned here- 
after living in the United States: Provided, Th;>t no money shall be paid to a 
State, or any officer thereof, until the Legislature of the State shall, by bill or 
resolution, accept the provisions of this act; and such acceptance shall be filed 
with the Secretary of the Interior. And if any State, by its Legislature, shall 
decline or relinquish its share or proportion under this act, or any portion 
thereof, the sum so relinquished shall go to increase the amount for distribution 
among the other States and the Territories as herein provided. And any State 
or Territory which shall accept the provisions of this act, at the first session of 
its Legislature after its passage, shall, upon complying with the other provis- 
ions of this act, be entitled at once to its pro rata share of all previous annual 
appropriations- 

Sec.2. Thatsnchmoneyshallannually be divided among and paid out in the 
several States and Territories and in the District of Columbia in that proportion 
which the whole number of persons in each who, being of the age often years and 
over, can not write bears to the whole number of such persons in the United 
States ; such computation shall be made according to the census of 1880 until the 
illiteracy returns of the census of 1890 shall be received, and then upon the basis 
of that census. And in each State and Territory, and in the District of Colum- 
bia, in which there shall be separate schools for white and colored children the 
money received in such State or Territory, and in the District of Columbia, shall 
be apportioned and paid out for the support of such white and colored schools 
respectively, in the proportion that the white and colored children between the 
ages of ten years and twenty-one years, both inclusive, in such State or Terri- 
tory, and in the District of Columbia, bear to each other, as shown by the said 
census. The foregoing provision shall not aflTect the application of the proper 
proportion of said money to the support of all common schools wherein white and 
colored children are taught together. 

Sec. 3. That the district of Alaska shall be considered a Territory within the 
meaning of this act; but no acceptance of the provisions of this act report of 
"}^soyeinovof the district, or expenditure by the district for school purposes 
shall be required ; and the money apportioned to said district shall be expended 
annually, under the direction of the Secretary of the Interior, in the manner 
provided for the expenditure of other appropriations for educational purposes 
in said district ; and for the purpose of ascertaining the amount to be appor- 
tioned to said district the Secretary of the Interior shall ascertain, in such man- 
ner as shall be deemed by him best, the number of illiterates therein. 

Sec 4. That no State or Territory shall receive any money under this act 
until the governor thereof shall file with the Secretary of the Interior a state- 
ment, certified by him, showing the common-school system in force in such 
State or Territory ; the amount of money expended therein during the last pre- 
ceding school year in the support of common schools, not including expend- 
itures tor the rent, repair, or erection of school houses ; whether any discrimina- 
tion is made in the raising or distributing of the common-school revenues or in 
the common-school facilities atforded between the white and colored children 
tnerem, and, so far as is practicable, the sources from which such revenuei were 
derived ; the manner in which the same were apportioned to the use of the com- 
mon schools ; the number of white and colored children in each county or par- 
ish and city between the ages of ten and twenty-one years, both inclusive as 
given by the census of 1880, and the number of children, white and colored ' of 
such school age attending school; the number'of schools in operation in each 
county or parish and city, white and colored; the school term for each class • 
the number of teachers employed, white and colored, male and female, and the 
o^h'TP compensation paid such teachers ; the average attendance in each class ; 
and the length of the school term. No money shall be paid out under this act 
to any State or Territory that shall not have provided by law a system of free 
common schools for all of its children of school age, without distinction of raol 
or color, either In the raising or distributing of school revenues or in the school 

d''r';n'lh»n*^°'?,?'^= ^'■?T'^'"^.' 1''?'^' ^eparate^schools for white and colored chS- 
dren shal not be considered aviolation of this condition. The Secretary of the 
Interior shall certify to the Secretary of the Treasurythe States and TCTritoriel 
^Xnt due to'ea^h *"™''^ '° '^"'^ " '^^ ^■''"'^'' "^ '^^ act and a7so the 
dr«w;f,.l^',"'ti,*V°"'""''?°''PP°''"°"*''*<"^='°'^ State and Territory shall be 
fhT^ ,^^ * ? Treasury by warrant of the Secretary of the Treasury upon 
the monthly estimates and requisitions of the Secretary of the IntSrior ks thS 
same may be needed and shall be paid over to such ofllcers as shall be author- 
AnH ^l f?,,'''!'' °^ ^^'^ "-eiPeetiYe States and Territories to receive tlie same 
And that the Secretary of the Interior is charged with the proper adminSSa 
tion of this law, through the Commissioner of Education ; aSd t?iey are a" thot 
ized and directed, under the approval of the President, to make all needful rUes 
sirT TW ',h"°- ■"°°n^!stent with itsprovisions, to carry this law into eSect! 
■ nUK T'^**i'^« instruction in the common schools wherein these moneys 
lall be expended shal inn nrie thn orf. «<■ roo^:,,., „_,vi j ',,..*" 



sliall be expended shall include the arf of reading: wing^ndspeakrg"??! 
fi hf I iJtnST"''®'?' '''■''>^??'=ti<=. geography, history of the United States and^such 
other branches of useful knowledge as may be taught under local ikw^-anrt 
n??h';%l^" r''°S-''.°°'^" ?"''^°"^«<1 by the school boardrorotWaSoV^^^^^ 

sL','rbrireT;^i?hTercfetL^;'i'f°tSsre'li^f "^ "^ "^^ ^-^^-^ °^ "^« ^^ 

ofpsLr^f^uP^^e^S^^^^^ 
Sec s' Thlt°the ies?„^°ofTh'?"' '^ ir?""-^ °f ''^^ Legis!atu?e theS " 

rnK^LrsSiifbT^^f.^rtoT^^^^^^^^^^^ 



the sum expended cut of its own revenues or out of moneys raised under Its 
authority in the preceding year for the maintenance of common schools not 
including the sums expended in the erection of school-buildings. 

Sec. 9. That a part of the money apportioned to each State or Territory, not 
exceeding one-tenth thereof, may, in the discretion of its Legislature, yearly be 
applied to the education of teachers for the common schools therein, which sum 
may be expended in mahitaining institutes or temporary training schools, or in 
extending opportunities for normal or other instruction to competent and suit- 
able persons, of any color, who are without necessary means to qualify them- 
selves for teaching, and who shall agree in writing to devote themselves exclu- 
sively, for at least one year after leaving such training schools, to teach in the 
common schools, for sucli compensation as may be paid other teachers therein. 
Sec. 10. That no part of the fund allotted to anv State or Territory under the 
hrst section of this act shall be used for the erection of school-houses or school 
buildings of any description, nor for rent of the same. 

Sec. 11. That the moneys distributed under the provisions of this act shall be 
used only for common schools, not sectarian in character, in the school districts 
of the several States, and only for common or industrial schools in Territories 
in su ch way as to provide, as near as may be, for the equalization of school priv- 
ileges to all the children of the school age prescribed bv the law of the State or 
Territory wherein the expenditure shall be made, thereby giving to each child 
without distinction of race or color, an equal opportunity for education. The 
term " school district " shall include all cities, towns, parishes, and other terri- 
torial subdivisions for school purposes, andall corporations clothed by law with 
the power of maintaining common schools. 

Sec. 12. That no second or subsequent allotment shall be made under this act 
to any State or Territory unless the governor of such State or Territory shall 
hrst file with the Secretary of the Interior a statement, certified by him, giving 
a detailed account of the payments or disbursements made of the school fund 
apportioned to his State or Territory and received by the State or Territorial 
treasurer or oflicer under this act, and of the balance in the hands of such treas- 
urer or officer withheld, unclaimed, or for any cause unpaid or unexpended and 
also the amount expended in such State or Territory as required by section 9of 
this act. and also a statement of the number of school districts in such State or 
Territory, and whether any portion of such State or Territory has hot been di- 
vided into school districts or other territorial subdivisions for school purposes 
and if so, what p ortion, and the reasons why the same has not been so subdi- 
vided; the num ber of children of school age in each district, and the relative 
number of white and colored children in each district, and of the number of 
public, common, and industrial schools in each district ; the number of teachers 
employed ; the rate of wages paid ; the total number of children in the State or 
Territory, and the total number taught during the year and in what branches 
instructed ; the average daily attendance and the relative number of white and 
colored children ; and the number of months In each year schools have been 
inaintained m each school district. And if any State or Territory shall misap- 
ply or allow to be misapplied, or in any manner appropriated or used other 
than for the purposes and in the manner herein required, the funds, or any part 
thereof, received under the provisions of this act, or shall fail to comply with 
the cond itions herein prescribed, or to report as herein provided, through its 
proper o fflcers, the disposition thereof, and the other matters herein prescribed 
to be so reported, such State or Territory shall forfeit its right to any subse- 
quent apportionment by virtue hereof until the full amount so misapplied lost 
or misappropriated shall have been replaced by such State or Territory and 
applied as herein required, and until such report shall have been made- Pro- 
mded, That if the public schools in any State admit pupils not within the ages 
herein specified, it shall not be deemed a failure to comply with the conditions 
herein. If it shall appear to the Secretary of the Interior that the funds re- 
ceived under this act for the preceding year by the State or Territory have been 
faithfully applied to the purposes contemplated by this act, and that the condi- 
tions thereof have been observed, then and not otherwise the Secretary of the 
Interior shall distribute the next year's appropriation as is hereinbefore pro- 
vided. And it shall be the duty of the Secretary of the Interior to promptly in- 
vestigate all complaints lodged with him of any misappropriation by or in any 
State or Territory of any moneys received by such State or Territory under the 
provisions of this act, or of any discrimination in the use of such moneys; and 
the said complaints, and all communications received concerning the same, and 
the evidence taken upon such investigations, shall be preserved by the Secre- 
tary of the Interior, and shall be open to public inspection and annually re- 
ported to Congress. 

Sec. is. That on or before the 1st day of September of each year the Secretary 
of the Interior shall report to the President of the United States whether any 
State or Territory has forfeited its right to receive its apportionment under this 
act, and how forfeited, and whether he has withheld such allotment on account 
of such forfeiture. 

Sec. 14. That no State or Territory that does not distribute the moneys raised 
for common-school purposes equally for the education of all the children, with- 
out distinction of race or color, shall be entitled to any of the benefits of this 
act. 

Sec. 15. That the apportionment of the money shall be appropriated in pur- 
suance of this act for the purposes of education in the Territories shall be upon 
the basis of the illiteracy therein, as provided in section 2 of this act; but in de- 
termining the number of illiterates therein the Secretary of the Interior is au- 
thorized to receive and consider, in addition to the census returns of 1880 any 
evidence that may be submitted to him showing the number of illiterates in 
any such Territories, and shall determine therefrom, before the first distribu- 
tion is made, the amount to which such Territory is entitled. 

Sec. 16. That there shall be appropriated and set apart, in addition to the sum 
of seven millions of the first appropriation, the sum of $2,000,000, which shall be 
allotted to the several States and Territories on the same basis as the moneys 
appropriated in the first section, which shall be known as the common-sohool- 
house fund, to be paid out to each State and Territory at the end of the year on 
proof of the expenditure made during such year, which shall be expended for 
' ectionjind construction of school-houses for the use and occupation of the 

4.1 ,_ _ ,. - thesparselypopulated districts thereof. 



the; 

pupils attending the common schools .,,„.„„.^ ^„^ o«ix^„o u^x^icwi 

where the local community shall be comparatively unable to bear the burdens 
of taxation. Such school-houses shall be built in accordiince with plans to be 
furnished free on application to the Bureau of Education in Washington : Pro- 
vided, however. That not more than $150 shall be paid from said fund toward the 
cost of any single school-house, nor more than one-half the cost thereof in any 
case ; and the States and Territories shall annually make full report of all ex- 
penditures from the school-house fund to the Secretary of the Interior, as in case 
of other moneys received under the provisions of this act. 

Sec. 17. The District of Columbia shall be entitled to all the benefits and sub- 
ject to all the regulations of this act, so far as applicable under its form of gov- 
ernment. 

Sec. 18. The power to alter, amend, or repeal this act is hereby reserved. 



50 



NATIONAL AID TO COMMON SCHOOLS. 



EDUCATION AND LABOR. 



Competition Between the North and South— National Aid to 

Education Alone is Protection to Labor and 

Capital, Especially in the North. 



SPEECH 

OF 

HON. HENRY W. BLAIR 

OF NEW HAMPSniEE, 

In the Senate op the United States, 

WeAnesday, March H, 1887. 



The Senate, ns in Committee of tlie Whole, having under consideration the 
bill (ET. R. 11020) making appropriations for the naval service of the United 
States for the iiscal year ending June 30, 1888, and for other purposes — 

Mr. BLAIR said : 

Mr. Pkesident: For about six thousand years the human race 
has been engaged in the science and the art of war, which is simply 
the prosecution of those methods liy which Iniman beings can best 
destroy each other. The chief bnrdiMis that niaukiud have borne aud 
that now overload civilization are the results of this tendency to war; 
and it has seemed to me, I confess, that if the millennium which we are 
accustomed to believe in is not an absolute myth, a nation like our 
own with sixty millions of the most highly civilized peoiile that the 
world has ever seen, still evolving aud developing, it may be for the 
first time in the records of history, might set to the world the exam- 
ple of an effort to settle the controversies which arise between na- 
tions without resorting to the destructive arts of butchery. 

For one, though I vote all that is asked, it is with great reluctance 
that I sujiport these bills which call for such enormous expenditures 
purely in contemplation of conflicts which are to come. Though it 
may be a sentiment hardly proper to enunciate and which it is cer- 
tainly not popular to enunciate, yet I still think the American people 
need do very little in the way of preparing for actual war. 

I believe that this nation is great enough and strong enough iu its 
intellectual and moral worth and character to defy the possibility 
of any conflict by appealing to the seuse of justice of the world, 
and that refusing to engage in warfare from this day forth we might 
initiate an era which, if not absolute peace at once, would result 
within a short period in the elimination of wars from among civil- 
ized nations ; and the great wars of the world have only been those 
among civilized nations, for only those are capable of a comprehen- 
sive concentration of eft'ort which makes a great war. 

While I suppose that we are sure to have some expenditure iu 
this direction, I would be very sure to limit the appropriations aud 
expenditure to what may be strictly called national defense. I 
would not willingly vote to appropriate a single dollar which I 
thought would induce this nation under any circumstances, oven of 
great jirovocation, to engage in anything like aggressive war. 

But the expenditure for war of a defensive character, the con- 
Btruction of vessels, the makiug of great guns, the development of 
new agencies of destrnctiou by modern inventions, such as dynar 
mite, nitro-glycerine, and many others, will require, of course, large 
amounts, and I am willing to vote something, only being assured, 
as far as possible, that the expenditures will be simjdy iu the way 
of defense. 

I think, too, that if this be done, it is very proper that measures 
be taken to secure the expenditure iu such a way in difl'ereut parts 
of the country as to give to all of our people the advant.age of the 
expenditure of the public funds in their own vicinity. I do not know 
precisely what the amendment moved may be, but there can be no 
doubt that the claim of our friends from the Southern country that 
labor is cheaper there, that raw materials which may bo used in the 
construction of these vessels, or these great guns, are cheaper there 
— there can be no doubt I say that this claim is true, and if those 
conditions were to continue, I have no doubt that in the not remote 
future the industries and the labor of the North would find them- 
selves 8ufl:eriug from a form of competition greater than that which 



we are lik ely to sufler from, even from the repeal of our protective 
tarili', and by the introduction of Chinese labor to our shores with- 
out limit or stint to any degree whatever. 

It is because the Senator from Florida [Mr. Call] touched upon 
this |)oint that I am ready at this time to make a few remarks which 
1 had jiropared for auother occasion, bearing upon this question, 
which needs to bo more considered I think iu our country than it 
has been as yet — the advantages which one section has iu this mat- 
ter of labor ; aud this is the great item after all of expenditure, for 
of .all the amounts of money th.at are paid out from one year's end 
to the other in the form of wages, in the form of payment for mate- 
rials, at least 90 or 95 per cent, of the whole represents wages for 
labor ; and iu this direction I wish to submit a few remarks at this 
time. 

The war between the nation and the Southern States 

Mr. HALE. Will the Seurvtor allow mo a question? I know that 
we are all very desirous of listening to the remarks which the Sen- 
ator, as ho says, has prepared for another occasion ; but will not the 
Seuator give way for five or ten minutes and let us pass this bill in 
order that it may get through and go to the Prosiilent ? Of course, I 
understand the Senator can go ou and I do not attempt to take him 
from the floor except by his entire good-will and assent. 

Mr. BLAIR. Under the circumstances I think the Senator will not 
press his request. 

Mr HALE. I am at the mercy of the SenaK;or. 

Mr. BLAIR. I think the Senator is, and at the same time I will 
remind him that he has not often been at my mercy in the eft'ort to 
assert any title of occupancy to this floor. I promise the Senator 
that I will ofter remarks which it will bo worth while for him to con- 
sider, and that it will be worth while for him and for the President, 
to whom he appeals for his cordial signature to this bill, to consider 
these same remarks. They are pertinent now ; they will be perti- 
nent on many other occasions; and it will do the Senator no harm 
to have these ideas iu his mind as he goes on during the remainder 
of his Senatorial term. 

Mr. HALE. I wish the Senator would wait and let me hear them 
after the Senate has adjourned at 13 o'clock on the 4th day of March. 

Mr. BLAIR. I have indicated my desire and propose to be no fur- 
ther interrupted. 

The war between the nation and the Southern States was a conflict 
between systems of industrial production. One system secured to tho 
wage-laborer high returns for his toil aud to the individual producer 
high prices for his commodity. The other system paid the common 
laborer the scant necessaries of life, just enough to create and pre- 
serve him as a profitable animal or an eliScient machine, while the 
entire product as well as the plant of fixed, circulating, and living 
capital was owned by the employer. 

These two systems collided in Kansas, aud the war which followed 
abolished the forms of slavery, retaining much of its power, because 
the ignorance which made slavery possible with the prejudice against 
work which grow out of its degradation was neither removed nor 
seriously diminished. 

More than twenty years have now elapsed since peace was re- 
stored, during which long period considerable progress has been 
made in the South iu the diversification of industries and of produc- 
tion and in the increase of general intelligence. A corresponding in- 
crease of compensation has resulted to all laboring men, whether 
wage-workers or producers with small capital of their own, aud some 
advancement has been made. 

The wonderful natural resources of the South are now being con- 
stantly bought up by the capital of tho North and of other countries. 
Already the Southern market for many forms of goods once furnished 
from tlie North or from Burope as well as for agricultural productions 
and raw materials is beiug supplied, as it should be, at home. More 
than this, the South is already invading tho Northern audNorthwest- 
ern markets, and is competing for trade with production of which the 
highly-paid labor and capital of tho North is tho chief element. 

F'orcseeing the inevitable. Northern capital and iuvestments are 
seeking the South where, with labor of all kinds, agricultural, me- 
chanical, and operative, skilled and unskilled, upon an average not 
more than one-half or two-thirds as high when paid in actual money 
or in commodities at cash prices as in the North, the profits of their 
now location will replace the depreciation and losses which are im- 
pending to their investments at home. 

It is safe to predict that within ten years, unless new aud impor- 
tant factors are combined with existing conditions, the productions of 
the South after fully supplying their own will compote in Northern 
markets with most of tho commodities which now are tho chief pro- 
duction of the old free States at prices so low as to make it a matter 
of indiflcrence to Northern labor whether the protective tariff agai nst 
the products of " foreign pauper labor " be removed or continued, or 
even whether Chinese or foreign contract labor be longer excluded 
from our shores. 

The farm laborers and nprrati ves of both races in the South are rap- 
idly acquiring theskill rc'(|uind toequiil thatof corresponding classes 
at the North, while the fact that women aud children are more gen- 
erally employed, aud tliat all work more hours than at the North, 
enables a given population if of equal iutoUigence aud skill to pro- 
duce more for a time at least than the same number could under the 
more liberal treatment of manual workers iu tho old free-labor States. 



NATIONAL AID TO COMMON SCHOOLS. 



51 



Tho South contains very nearly, perhaps fully, one-half the natural 
resources of the whole country, and is certainly capable of greater 
rapidity of development during the next quarter of a century than 
the North and further West. Already she has more than one-third 
the entire population of the Union. Her rate of natural increase is 
equal to that of the North with our advantage by reason of emigra- 
tion, while this advantage even is passing away as the capabilities 
of the South are becoming better known. 

The two principal facts to be noted are these: That the average 
cash compensation for labor at the South is not more than one-half 
ortwo-thirds the amount paid to for the same at the North, and that 
capital, cognizant of this fact, and of the superior resources, facili- 
ties, and capabilities of the South, is already rushing there from all 
directions as the most promising field for permanent investment in 
active production. 

On the 10th day of the month of November, 1886, I was in North 
Carolina and ascertained the wages paid to the men who had charge 
of the yard work at an important railroad station, the shifting of 
cars, making up of trains, &o., and to section-men and common 
laborers. The foreman received the highest pay of any one iu the 
yard, which was ^1 a day cash or a check on the bank, including 
Sabbath, or $30 per month, boarding himself, while the section-men 
received 50 cents and board, making about 75 cents per diem. Good 
farm-hands work for |6 per month. 

I have here a slip, which I have verified to a large extent, from a 
gentleman who writes to the editor of the Press, of Philadelphia: 



To the Editor of the Press : 

SIR: I read every few days in the Eecord and Times of Philadelphia that tho 
negro lahorer receives as much in wages at the South as North. Now, I wish to 
say if they mean tho men who work on the farms and plantations receive as much, 
I heg to state it is not so. I own two plantations in Virginia, ab, ut as gooil as 
any, and I have men who farm them on shares. Thoj pay, and I never knew any 
other parties to pay, hut 40 cents a day and rations. The rations consist of iifteen 
pounds of bacon and a bushel and a half of cornmeal a month, and oven at 40 cents 
a day they do not have steady work. M"ow, if the laborers here do not get more 
than that I would like to know it. I can hire hundreds South on farms in Virginia 
at 40 cents a day and the rations specified above, and I know what I am talking 
about, aa they draw on me for money to help run their places. Dr. Bradley, who 
is connected with your othce, can inform you who 1 am. 



C. P. FAENBE. 



Burlington, N. J., December 12, : 



You can go out from here anywhere 5, 10, 15, or 20 miles into either 
Virginia or Maryland, and you will find that the prices for common 
labor are not in excess of what I have mentioned, and if any one 
chooses to be at the trouble of consulting the evidence taken by the 
Committee on Education and Labor two or three years ago in the 
South he will find that these statements as to the compens'ation for 
ordinary labor, which is the great mass of labor, are not overstated 
in the direction of a minimum. It is true that here and there skilled 
labor, where it is itself in the nature of instruction, giving instruc- 
tion to the surrounding labor, commands as high prices as iu the 
North. That is very true. But the great mass of labor — nine-tenths 
of the labor which enters into the production of the South — is this 
cheap form of labor with which Northern labor has to compete. 

But I will not load the pages of the Record with the details which 
establish the well-known proposition that, although here and there 
skilled labor may be paid nearly the same as in the North, yet as a 
rule the cost of labor as an element in Southern production is little, 
if any, more than one-half the cost of like labor at the North, and 
that this great fact foreshadows a competition ruinous to Northern 
industries and with no corresponding benefit to the cheap labor in 
the Southern States. As an illustration of the rapidity with which 
capital is investing in the Southern States I cite an authoritative 
statement, recently given to the public, that during the first nine 
months of the year 1886 eighty-one millions of dollars were invested 
from other States andcountries in Southern enterprises, chiefly man- 
ufacturing cloths and metals, with every reason to anticipate at 
least one hundred millions thus invested as the total for the year 
1886. When we consider that this sum is more than one twenty- 
eighth part of the total of manufacturing capital in the United 
States, according to the last census, the fact becomes of startling 
significance to capital fixed in Northern plants, and still more so to 
Northern laborers, operatives, and mechanics. 

Another fact should be comprehended also by the Northern people, 
and that is the wonderful uprising of the spirit of thrift, energy 
and industry observable all over the South. " 

The traditional conception of the Southern people is no longer true. 
A new generation controls that land of surpassing resources and nat- 
ural advantages. The war destroyed the old form of patrician and 
semi-military supremacy which madly appealed to arms to prolono- 
its power. But informed as well as chastened by defeat the sur^ 
vivors of the struggle and the generation now upon the stan-e are 
full of life and hope and enterprise, and are eagerly at work°to re- 
build their fortunes and restore the power and prestige of their sec- 
tion of our common country by imitating and, if possible, surpass- 
ing all the conditions which enabled the North to triumph in the 



mighty conflict. No one can witness this display of fortitude iu ad- 
versity and of aggressive courage, when there was room for despair, 
without admiration. But all the more do these facts demand the 
attention of the North. 

Their contemplation can occasion regret only in the breast of a 
common enemy of both sections of the country. But they point with 
unerring certainty to a coming competition between the producers 
of both sections for tke home market iu all the common articles of 
consumption in comparison with which that between American labor 
and the cheap production of the Old World is mere fun. The pro- 
tective taiaff, or absolute prohibition, is the omnipresent and com- 
plete defense of American labor and capital whenever threatened 
with destruction by the commodities of lower civilizations planted 
on foreign soils. But here we find a cheaper production by a laborer 
with fewer wants than our own upon which no tarift'can be levied 
and against which no prohibition can be raised. On the contrary, 
every power of the Government, both State and national, is or may 
bo invoked for its development and defense. 

In this emergency what shall be done by Northern labor and by 
Northern capital'? The question has already been answered and is 
being answered by the owners of a great mass of the surplus which 
those hitherto engaged iu the diversified industries of the North, as 
we have already seen, are planting in the South, where future profits 
may replace the inevitable losses upon like investments in the North - 
resulting from the coming competition. 

But how about that capital fixed in plants already in operation in 
the North, and which can not be transferred to the more favorable 
conditions of the South, and whose owners have no capital tojinvest 
elsewhere ? More serious still is this problem to Northern labor, 
which must, as a whole, live or die where it is. Capital can endure 
delay, may be transferred elsewhere, or suffer absolute destruction 
even before its owner is reduced to the level of necessity all the while 
occupied by ihe toiler for his daily bread. The laborer must have 
his work every day, for he is hungry three times every day. So are 
his wife and their little ones. 

Mr. Blaine has recently called public attention to this relation be- 
tween Northern and Southern labor with his usual ability and power, 
but no solution of the difficulty or relief from coming calamities to 
the Northern laborer has been suggested. None can or ought to be 
suggested which will interfere with the uplifting of laborers at the 
South or with the rapid progress of that great section of the country 
iu wealth and power. In April, 1886, I had occasion to discuss this 
subject, and believe the suggestions then made worthy of public at- 
tention, and accordingly will reproduce the substance of what was 
then said. 

The late war was a conflict between cheap labor, which cost the 
master little more than its board and clothes under the institution 
of slavery, and the intelligent, free, highly civilized, and, conse- 
quently, highly paid labor of the North. 

The war freed the slaves so far as the Constitution and statutes 
were concerned, but left him merely a freed man — not a free man — 
ignorant, unskilled, and, therefore, condemned to low wages and 
poverty ; and so ever since the irrepressible conflict has continued 
between intelligence and ignorance, free labor and labor still en- 
slaved by ignorance — cheap labor at the South and labor better paid 
at the North. Hitherto that competition has not been active. 

But now new conditions are arising, and throughout the South 
Northern and European capital are developing that region of won- 
derful and universal resources, comprising one-third of the territory 
of the nation, producing all things which come from the soil, the 
forest, and tho mine, close by abounding water-powers, with cheap 
transportation already provided, and all these combined with the 
remaining factor of very cheap labor and long hours. 

This state of things is becoming more and more formidable, and 
Southern products and manufactures, free from all restrictions of 
the tarift' and the like, which protect us from ruinous foreign com- 
petition — that is, enjoying tho benefits of free trade forever between 
the States— are already disputing with us our owm markets and con- 
trolling them in many articles of cotton, wool, and iron, those of the 
Middle and Wastern States especially, while the Southern market, 
to us so valuable, is rapidly disappearing by supplying itself. 

What does all this save cheap, because ignorant, labor ? Labor 
with long hours imposed upon children as well as adults ; because 
labor is too ignorant and therefore too weak to defend itself. 

Northern manufacturers as well as laborers will go to the wall iu 
the end as surely as though the tariff were wholly removed and 
European production and Asiatic immigration were perfectly free. 

Nothing but dense stupidity can fail to see that the manufactur- 
ing capital and cities of NewEngland and the North generally are 
doomed if they are to compete with the cheap labor of the South, 
which is already becoming skillful with the hand, although, unfort- 
unately, not fully intelligent iu the discharge oi^ the duties and in 
the exercise of the powers of citizenship. This condition comes only 
with education in the art of reading and writing and iu the other 
common branches of knowledge, thus giving capacity to receive the 
benefits oi that great instructor aud preserver of the life of repub- 
lics — the press. 

It has become a question not of extending our markets, but of 
preserving those we now have ; not of preserving our own in one 
line of production, but already in many lines, and ultimately in 



52 



NATIONAL AID TO COMMON SCHOOLS. 



nearly all. Every Nortliern industry is tlireatoued by this clicap 
labor of the South— the boot and the shoe maker, and the irou- 
workor no less than the manufacturer and the operative in cotton 
and wool. It is a ([uestion of presorviui; onr vested capital and 
prosiiority and of protecting the masses of our people iu reasonable 
hours of continuous employment with fair pay, which enable them 
to supply the wanis of au advanced civilization. 

To one who reflects upon the fact that political unity in a genu- 
ine republic depends upon the universal ditTusiou of iutelligeuce 
amonj; the people, the converse is also apparent that so far as unity 
of ]ic>lilii"il jurisdiction extends, if it is to be permanent, theremust 
be ostablislied tbrouKhout that jurisdiction a high and homogene- 
ous standard of intelligent thought and of moral action. Kesultiug 
from these couditious will be a uniformity of individual power, 
which will enable the producer in every path of industry to secure 
fair pay for the supply of his wants. 

With wise reference to the establishment of this general condition 
of intelligence, aud consequently of industrial independence and 
equality throughout the country, the national education bill has 
been earnestly advocated by those who have long foreseen what is 
now so j)atent that politiciaus and statesmen and patriots are sound- 
ing the alarm and pressing home upon our people the importance of 
universal intelligence and industrial training as the only remedy. 

What does this national educal ion bill propose to do ? Not to les- 
sen the development of the South by any means; but, on the con- 
trary, to increase it. It proposes to make Southern labor aud the 
Southern masses more intelligent, and therefore more highly civil- 
ized; to create among their rapidly-multiplying millions of both 
races a vast increase of the wants of life which must be supplied, so 



that Southern labor will consumCj and therefore enjoy, as well as 
produce and thus be obliged to receive in order that it may imrehase, 
as high wages as NoTthoni labor, i>utting an end to the competition 
between the x>roaucts of the North and South, aud improving both 
sectiousby uplifting the masses of the people all over the country. 

Consumption can only increase by increasing the cajiacity to enjoy, 
that is, by adding to the wants of life by higher civilization and pro- 
viding higher .vages or returns for labor wherewith to purchase the 
more diversified and costly supply of the necessaries aud comforts 
of a higher life. Increased intelligence constitutes that better civ- 
ilization and gives the power which enables its jiossessor to command 
his rightful share in the production of his labor combined with the 
capital of the employer. This subject of the general difi'usion of 
intelligence throughout the country is thus seen to be as important 
to the North as to the South. It is the only remedy for our threat- 
ened Northern industries except a dissolution of the Government 
aud the establisliment of new political relations which will enable 
the North to apply the principle of protection against Southern cheap 
production the same as agaiust that of any otiier foreign power — or 
a gradual sinkiug of the iiay of Northern producers to the lower level 
of average Southern compensatiou for toil. 

The schools — common and industrial — with wise and conservative 
organization of labor are the agencies u|ion which we must rely. I 
have abiding faith that these great agencies already in action will 
carry on their beneiicent work until the perfect day. But every 
philanthropist aud patriot should contribute his utmost to stimnlate 
every energy of the individual, the State, and the nation, to lift all 
portions of our common country to the level of the highest, that 
nowhere shall any recede or fall. 



^r,-r \ 



ft \^'> 



Department of the Interior, 

WaaMngton, June 20, ISST. 

Hon. H. W. Blair, 

U. S. Senate: 

Sir : In reply to your verbal inquiry I have to say that the statistics of the Tenth Census relative to schools, libraries, and chmches 
have never been published, and » * » that it is probable they will never be issued. 

Very respectfully, 

D. L. HAWKINS, 



EBSOLUTIONS. 

\_Women's Christian Tmiperance TJnion,~\ 

Resolved, That we earnestly request the House of Eepresentatives to pass the Blair education bill without delay, in the interest of 
sobriety and intelligent citizenship. 

NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION. 

Minneapolis, 1886. 



'^Knights of Labor .~\ 

Sesolved, That we believe the cause of education woxild be promoted by the passage of the Blair educational bill. . 
Resolved, That the national legislative committee be instructed to use all their efforts to further the passage of said bill. 

T. V. POWDERLY, Chairman. 

JOHN W. HAYES, Secretary. 



[From A'atiunal Bcpuhlican, Washington, D. C, Maij 2, 1887.'] 

Below we give the resolutions passed by the general assembly of the State of Pennsylvania in favor of the Blair educational bill. 
Space forbids any extended comment on these resolutions, but they speak for themselves. We can hardly conceive how any one can be 
so blind as to oppose this beneficent measure. 

Intelligence is the surest foundation on which a free government can be built and the surest guarantee of its stability, and the 
principle of national aid to schools of a high class has been recognized for nearly the whole existence of the nation. Why should it be 
denied to the common schools? 



l^Itesolutions pasaed iij the legislature of Pennsylvania, April, 1887.] 

Resolved, That our Senators in Congress be instrncted and the Eepresentatives be requested to support at the next session the Blair 
biU for national aid to common schools, to the end that all sections may secure educational facilities. 

Resolved, That the secretary of the Commonwealth is hereby directed to send copies of the above resolutions to the President of the 
Senate and the Speaker of the House of Eepresentatives at Washington when Congress convenes.in December next. 



[Republican National Platfm;vi, 1884.] 

Section 11. W^ favor the establishment of a National Bureau of Labor; the enforcement of the eight-hour law; a toise and jndi- 
oioui system of general education by adequate appropriation from i\e national revenues whei-ever the same is needed. 



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